Self-Diagnosis As A Means Of Developing A Teacher'S Professional Identity 

Abstract

Psychological diagnosis of a teacher requires special approaches, conditions and content. Her task is to give “information for thought” - sometimes not corresponding to her own ideas about herself and therefore causing irritation. It will help a person who is able to be objective and critical not only to his students, but also to himself, to realize his strengths and weaknesses and fully realize his creative potential. The article describes the possibilities of self-diagnosis of the teacher’s priority values, his psycho-emotional state, self-esteem, style of pedagogical communication and locus control as a means of developing teacher’s professional self-awareness using the questionnaire "Psychological portrait of a teacher"; research methodology and testing results are presented. The author's questionnaire "Psychological portrait of the teacher" is presented, goals, tasks, an algorithm for processing and interpreting the results are indicated. It is shown that with the help of the questionnaire it is possible to clarify professionally important qualities of a teacher: priority values, psychoemotional state, features of self-esteem. Based on the results of testing, a generalized image of a Russian teacher is modeled. This is a woman who loves children more than her colleagues and herself, is not always able to control her emotions, with an unstable psycho-emotional state and a “floating” self-esteem, which depends on many reasons, including the psychological climate in the team, which is largely determined by style school leadership.

Keywords: Development teacherprofessional competenciesself-diagnosisself-awareness

Introduction

Given that it is at school that the personality of the child is becoming established, special requirements are placed on the teacher, who is called upon to ensure this formation. Every school has people who are capable of professional and personal growth, free of dogma and stereotypes. It is they who help their pupils overcome alienation from school, thanks to these teachers, students go to classes not with disgust and fear, but with interest and pleasure. The more such teachers there are, the higher the likelihood of raising a generation of young moral people, capable of self-development and oriented towards positive self-realization.

Problem Statement

The reflection of their strengths on the basis of psychological diagnosis is the first step towards professional development. The experience of consulting with teachers showed the need to develop psycho-diagnostic tools that take into account some personal characteristics and behavioral stereotypes of a teacher: the habit of evaluating others, not oneself, incredulity, anxiety about the use of diagnostic results, unformed ability to reflect.

Research Questions

An analysis of the results of domestic and foreign studies of teacher's professional competencies made it possible to single out a block of professionally important qualities, among which are priority values, a psycho-emotional state, self-esteem, teaching style and locus control. All these parameters, as well as the degree of satisfaction with one’s work, can be identified using the methodology “Psychological portrait of a teacher”, which was based on the author’s ideas about a good teacher, supported by domestic and foreign studies on the effectiveness of a teacher and his own many years of experience at school.

Purpose of the Study

Development and testing of a questionnaire “Psychological portrait of a teacher”, identifying priority values, psycho-emotional state, self-esteem, teaching style and locus control.

Research Methods

As key research methods, we highlight the following general scientific: comparative analysis, system analysis, phenomenological analysis.

Findings

Psychological diagnosis of a teacher requires special approaches, conditions and content. Her task is to give “information for thought” - sometimes not corresponding to her own ideas about herself and therefore causing irritation (Vachkov, 2000). To a person who is able to be objective and critical not only to his students, but also to himself, it will help him realize his strengths and weaknesses and fully realize his creative potential.

When developing psychodiagnostic tools for identifying professionally important qualities of a teacher, we relied on the principles of a phenomenological approach. The phenomenological approach is based on the concept of a “phenomenon”, which can be used to denote any mental experience, deed, facial expressions, gestures, speech features, individual psychological qualities and properties of a person, his abilities, skills, habits, reactions, thinking style. Diagnostics based on a phenomenological approach, firstly, does not need to be protected from insincere answers because the client has the right to any degree of frankness that will not be turned against him; secondly, it considers a person as a goal, and not as a means of solving production problems; thirdly, it is not limited to the statement of facts, but sets the vector of personal development (Rezapkina, 2016a). The theoretical foundations of the methodology are the teachings of Ukhtomsky about the dominant, the works of Berns (1986), Rotter (1966) and others.

Diagnosis can take place in the mode of individual and group work under the guidance of a psychologist. Processing is done by each teacher independently. Interpretation is given in a supportive way. The technique cannot be used for administrative purposes - to evaluate the work of a teacher, during certification, solving personnel issues, etc.

Questionnaire "Psychological portrait of a teacher" (author G. V. Rezapkina)

Instruction Dear colleagues! This test will help you refine your teaching style and learn some personality traits. From the three answer options, choose the one that most accurately reflects your thoughts, feelings, reactions and in table 1 , next to the approval number, put a plus under the number 1, 2 or 3 (Table 1 ).

1. In education, it is most important

1) to surround the child with warmth and care; 2) respect for elders; 3) to develop certain views and skills from him.

2. If someone in the class is distracted, I cannot teach the lesson

1) yes; 2) no; 3) depending on the mood

3. When a student in a lesson sets forth facts that are unknown to me, I feel

1) interest; 2) embarrassment; 3) irritation.

4. If the class is not put in order

1) my reaction depends on the situation; 2) I do not pay attention to it; 3) I can not start the lesson

5. In conflicts with other people, I feel guilty for myself

1) often; 2) depending on the situation; 3) rarely.

6. I am considered a successful professional

1) yes; 2) I find it difficult to answer; 3) no

7. For me

1) relationships with students are more important; 2) with colleagues; 3) relationship with oneself

8. I am tired of intensive communication with people

1) yes; 2) sometimes; 3) no

9. The presence of outsiders in the lesson

1) inspires me; 2) does not affect my work; 3) unsettle me

10. I make a remark to a child who violates order in a public place

1) depending on the situation; 2) no; 3) usually

11. My school grades depended on my efforts, and not on the mood of the teachers

1) yes; 2) not always; 3) no.

12. I have developed good relations with colleagues

1) yes; 2) not with everyone; 3) no.

13. During a break, I prefer to communicate

1) with students; 2) with colleagues; 3) it is better to be alone.

14. I almost always go to class in high spirits

1) no; 2) not always; 3) yes

15. I have such qualities by which I surpass others

1) yes; 2) no; 3) not sure.

16. I prefer to work under the direction of a person who

1) supports my initiative; 2) does not show interest in my work; 3) clearly regulates my work.

17. When I make plans, I have no doubt about the success of what was conceived

1) usually; 2) sometimes; 3) I doubt it.

18. At home I talk about my work

1) often; 2) sometimes; 3) no

19. Random meetings with students outside the school

1) I enjoy; 2) make me awkward; 3) do not cause me special emotions.

20. It happens that for no apparent reason I feel happy or unhappy

1) often; 2) rarely; 3) never.

21. Comments from colleagues and the administration

1) I do not care much; 2) sometimes hurt me; 3) injure me.

22. During the lesson, I stick to the plan

1) depending on the situation; 2) I prefer improvisation; 3) always.

23. For me, it is very important that others recognize my success.

1) no; 2) I find it difficult to answer; 3) yes.

24. I do business that suits my abilities

1) yes; 2) I find it difficult to answer; 3) no.

25. The judgment that each student must be accepted as he is

1) I accept; 2) I do not accept; 3) partially accept.

26. I do not have enough warmth and support from my relatives

1) yes; 2) sometimes; 3) enough.

27. The thought of an upcoming meeting with students or colleagues

1) gives me pleasure; 2) does not cause special emotions; 3) it bothers me.

28. When I see that a student behaves defiantly towards me

1) I prefer to find out the relationship; 2) ignore this fact; 3) I pay him the same coin.

29. Depends on how to raise children in the family

1) almost everything depends on how children are raised in the family; 2) something; 3) nothing depends.

30. I feel pleasure when I think about my work

1) usually; 2) sometimes; 3) never.

31. In my work, the most important thing for me is

1) the affection of the students; 2) recognition of colleagues; 3) peace of mind.

32. The success of the lesson depends on my physical and mental state

1) often; 2) sometimes; 3) independent

33. I have no doubt about the friendly attitude of my colleagues

1) yes; 2) I find it difficult to answer; 3) no.

34. If a student expresses a point of view that I cannot accept

1) try to understand his point of view; 2) I translate the conversation on another topic; 3) I try to correct him, explain to him his mistake.

35. If I want, I can attract any

1) yes; 2) depending on the situation; 3) hardly

36. I am satisfied with the organization of labour in our team

1) yes; 2) not really; 3) no.

37. If a student is undeservedly punished with me

1) I will immediately intercede for him; 2) one on one I will make a remark to a colleague; 3) I consider it incorrect to intervene.

38. Work is given to me at the cost of great stress

1) yes; 2) sometimes; 3) no.

39. I have no doubt in my professionalism

1) yes, no doubt; 2) I find it difficult to answer; 3) there are doubts

40. In my opinion, the most important thing in a school team is

1) the ability to work creatively; 2) lack of conflict; 3) labour discipline.

41. There are so many factors affecting children that the efforts of parents are “no.”

1) no; 2) I do not know; 3) yes.

42. For me, a good salary is not the main motive of labour

1) yes; 2) I find it difficult to answer; 3) no, the main one.

43. Saying “I cannot teach this student anything because he does not love me”

1) I accept 2) I do not accept; 3) makes you think

44. Thoughts about work prevent me from falling asleep

1) often; 2) rarely; 3) never interfere.

45. At meetings and pedagogical councils I

1) often speak on issues that concern me; 2) sometimes I speak on issues that concern me; 3) I prefer to listen to others.

46. I believe that a teacher can raise his voice on a student

1) no; 2) I find it difficult to answer; 3) yes.

47. People who failed to realize their capabilities are themselves to blame for this

1) yes; 2) in some cases; 3) no

48. Situations when I fail to complete all the work assigned to me are

1) extremely rare; 2) from time to time; 3) often.

49. During the holidays I feel the need to communicate with students

1) yes; 2) no; 3) sometimes.

50. I find in myself enough strength to cope with difficulties

1) rarely; 2) usually; 3) always.

51. I had to carry out the orders of people not quite competent

1) yes; 2) I do not remember; 3) no

52. Unforeseen situations in the lessons

1) can be effectively used; 2) it is better to ignore; 3) only interfere with the educational process

53. Most of the failures in my life were due to my own fault

1) yes; 2) not always; 3) no.

54. I enjoy the work

1) yes; 2) at times; 3) no.

55. In the conflict between the teacher and the student, I in my heart take the side

1) of the student; 2) teachers; 3) I remain neutral

56. At the beginning or end of the school year, I have health problems

1) as a rule; 2) optional; 3) there are no health problems.

57. My students are sympathetic to me

1) yes; 2) not all; 3) I do not know.

58. The requirements of the authorities do not cause me to protest, even if I consider them unsubstantiated

1) cause; 2) I do not know; 3) do not call.

59. Success depends on ability and hard work, and not on a successful combination of circumstances

1) yes; 2) make it difficult

60. Management usually accepts and supports my ideas

1) yes; 2) sometimes; 3) no.

Processing consists in counting the marked options in each column and recording the total points in the lower cells of the form.

The predominance of one of three possible answers (more than five choices) in each of the six scales gives reason to attribute the teacher’s behaviour, feelings and reactions to a specific group, the generalized characteristics of which are presented in “Comments and Interpretations”. The higher the score, the higher the degree of correlation with interpretation. If two columns of three score the same number of points (for example, four or five), then the behaviour combines the characteristics of two groups. This may indicate that the teacher’s behavioural attitudes are not completely formed, he is only looking for his unique professional handwriting. Another possible reason is the variety of behavioural stereotypes. In any case, working with the methodology will help to assess the current model of professional behaviour and choose the best one.

Conclusion

Based on the results of testing the questionnaire, a generalized image of a Russian teacher can be modelled. This is a woman who loves children more than her colleagues and herself, is not always able to control her emotions (Rezapkina, 2016b), with an unstable psycho-emotional state and “floating” self-esteem, which depends on many reasons, including the psychological climate in the team, which , is largely determined by the school leadership style. The obtained data should not be absolutized - any methodology based on self-assessment does not guarantee complete reliability. In this case, it doesn’t matter how sincerely the teacher answers the questions - more important is the vision and understanding of the psychological reasons for their possible professional difficulties.

Acknowledgments

Research carried out in the research work of the Federal Institute of Education Development RANEPA "11.19. Development of a system of personalized support for teachers within the national system of professional growth of teachers", commissioned by the Russian Presidential Academy of National Economy and Public Administration on 2020.

References

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