REGULATORY ASPECTS OF THE DEFENSIVE COPING BEHAVIOR OF TEACHERS
The article considers the problem of relationship between defensive coping behavior and self-regulation of teachers. The results of research on the mechanisms of psychological defense and coping strategies in correlation with the processes of self-regulation are presented. Defensive-coping behavior is described as a mechanism of self-regulation system of the actors of teaching. We have determined the differences in coping strategies of teachers of the empirical group and representatives of non-socionomic professions. Thus, it is shown that respondents of the comparative group, which does not face constant stressors in everyday professional activity use passive coping strategies in resolving conflict situations, the representatives of non-socionomic professions, in contrast to teachers, more rarely prefer constructive models of coping behavior in the professional sphere. Teachers with advanced self-regulation processes typically use cognitive coping mechanisms aimed at assessing stressful situations. It is revealed that the dominance of successful constructive models of coping behavior in the professional activity of educators forms effective styles of self-regulation in emotional stress conditions.