PERSONAL FACTORS OF TEACHERS’ SELF-REGULATION
The analysis of literary data showed the relevance of the problem of the influence of various personal structures on the process of organizing and implementing an arbitrary human activity. Among the most important determinants of the formation of self-regulation, personal characteristics and structures of various orders are distinguished. Specificity of the activity of the pedagogical worker is such that the personal characteristics of the employee, along with his professional qualities, are one of the main tools for influencing the participants in the educational process and the factor that determines the effectiveness of professional activity. The ability to self-regulation of mental states are of particular importance in pedagogical work. The question of personal factors of self-regulation among pedagogical employees is considered. Provides a characteristic feature of the most important professional competence of a teacher, which is a conscious self-regulation of mental states and behavior, suggesting the study, the definition and development of the individual abilities, awareness of its resources. The results of the study of personality characteristics in their relationship with the individual style self-regulation are presented. In the context of our study, we formulated the assumption that successful professional activity of teachers is mediated individually – typological features of self-regulation of mental states. Multi-level personal factors of selfregulation of the subject of pedagogical activity are described. The differences in individual psychological characteristics with different levels of conscious self-regulation in the empirical group and representatives of nonsocionomy professions. The analysis of the factor structure of personal performance of teachers revealed the influence of the emotional and substantive aspects of the personality (irritability, balance, aggressiveness, emotional instability, anxiety reactions, acute stress conditions associated with the professional teaching activities) in the self-regulation of the teacher. The factor effect in subjects of non-national specialties is difficult to trace, because it is represented by a discrepancy between the structure of selfregulation and individual-typological properties, their contradictory relationships. The reasons for this discrepancy are due to weak correlations, professional differences, the specifics of socionic and non-social activities.