EMOTIONAL ASPECT OF TEACHERS PERSONALITY IN SITUATIONS OF DIFFICULTY AS A FACTOR IN THE DEVELOPMENT OF PEDAGOGICAL ACTIVITY
Statement of the problem. The article presents a review of theoretical and experimental studies of the emotional aspect of personality in situations of difficulty. The authors recorded an ambiguous interpretation of the influence of personal emotional characteristics on resolving difficult situations. The purpose of the article is to identify the conditions under which the emotional aspect of the teacher's personality in difficult situations becomes a factor in the development of his/her professional pedagogical activity. Materials and methods. The methodology of the research includes the concepts of S. L. Rubinstein, K. Rogers and other Russian and foreign scientists, according to whom external influences on the personality are mediated by its internal characteristics, in particular, personal anxiety, as a representative of the emotional aspect of the personality. The study involved 17 teachers working in Krasnoyarsk with children of preschool and primary school age and experiencing difficulties in the classroom in situations of discipline violations, disinterest, refusal to comply with requirements, unexpected questions, and conflict among pupils. The emotional aspect of the personality was diagnosed using the technique called 16 pf Cattellbefore and after the training program for teachers, which consists of lessons on resolving emotiogenic situations, and the personal growth training (POET - Personality-oriented expressive training, developed by Natalie Rogers), which was conducted in the middle of the training program. Rsearch results. The study showed that after completing the training program, personal anxiety as a representative of the emotional aspect of the teachers' personality was included in a greater number of relationships with other features of their personality, forming a more holistic personality complex. Thus, if before the beginning of training, personal anxiety (factor O) was associated only with factor N (p ≤ 0.05), then after its completion, the relationship of factor O with factors C (p ≤ 0.01), F (p ≤ 0.05) and H (p ≤ 0.05) was revealed, while the effectiveness of resolving all five pedagogical situational difficulties increased (Mann-Whitney U-criterion: p ≤ 0.01). Conclusion. The emotional aspect of the teachers' personality in situations of difficulty becomes a factor in the development of their professional and pedagogical activity, provided that classes are held to find new ways to resolve emotiogenic situations, as well as the training of personal growth.