COPING BEHAVIOR OF TEACHERS IN THE SITUATION OF EXPERIENCE OF THE PROFESSIONAL CRISIS OF PERSONALITY

The purpose of the study was to consider the issue of the features of protective-coping behavior of teachers experiencing a professional personality crisis. The article highlights a number of studies of both foreign and domestic scientists, revealing both the phenomenology of the crisis and the personality crisis situations, and the phenomenology of protective and coping behavior. Method and methodology of the work: as a general research methodology were: systemic, synergistic, contextual, historical and evolutionary, phenomenological approaches. Private methodology was made up of approaches to the study of the coping behavior of T.L. Hook, Results of the research. In the course of the theoretical-empirical research, it was established that the situation of the professional crisis of the individual is stressful. The experience of the teachers of the professional personality crisis actualizes the need to cope with it. An empirical study revealed the characteristics of protective-coping behavior of pedagogues experiencing a professional personality crisis, including: the use of unconstructive psychological defense mechanisms (denial and repression) along with constructive problem-oriented coping. Practical implications: the results obtained are of a practical nature, they may be of interest to teachers, psychologists and heads of educational organizations as part of the organization of the activities of the psychological education service.

Abstract licence: CC BY-NC-ND

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