Psychological readiness of the teacher for innovative activity and socio-psychological climate of pedagogical collectives of higher educational institutions
The article contains the results of scientific research on the topical problem of the development of innovative readiness in the conditions of the socio-psychological climate of pedagogical collectives of higher educational institutions. The main goal of the research is to reveal the features of the development of the innovational readiness of the teacher and the socio-psychological climate of pedagogical collectives of higher educational institutions. In the process of research, a set of methods that enrich and supplement each other was used, including mathematical and statistical methods for processing the data. The psychodiagnostic toolkit included 15 methods, including the author's one. Respondents were representatives of the teaching staff of nine higher educational institutions of Russia. The conducted research made it possible to identify the presence of a favorable socio-psychological climate in all the teaching staffs of the universities that were represented. This makes it possible to develop in the conditions of active interaction in joint activities, the atmosphere of creative search, the readiness to adopt, introduce innovations in the educational process of the university, as well as the different level of innovative readiness of pedagogical collectives. The study of emotional, motivational, cognitive, personal (instrumental), organizational components of the readiness of pedagogical collectives for innovations made it possible to reveal the level of innovative readiness of these pedagogical collectives, which characterizes the psychological readiness of the teacher for innovative activity. In the situation of high uncertainty in the system of higher professional education, the problem of the teacher's psychological readiness in the context of optimizing the socio-psychological climate of pedagogical collectives of higher educational institutions acquires a special significance and urgency, since it is the main and necessary factor for the development of the innovative potential of modern educational institutions. The results of the research presented in this article testify to the need for further research and scientific developments in the field of educational psychology.