The Influence of the Teacher’s Psycho-Physiological States on the Development of Professional Competencies in the Course of the Military Aggression

Oleksandr  Kocherga; Liudmyla  Melenets; Svitlana  Savchenko; Yurii  Сherpak; Viktoriia  Shcherbyna; Svitlana  Pazuk

doi:10.36941/jesr-2024-0055

Authors

Oleksandr Kocherga Candidate of Psychological Sciences, Associate Professor, Department of Preschool and Primary Education, Institute of In-Service Education, Borys Grinchenko Kyiv University, Kyiv, Ukraine
Liudmyla Melenets Candidate of Pedagogical Sciences, Head of Department of Preschool and Primary Education, Institute of In-Service Education, Borys Grinchenko Kyiv University, Kyiv, Ukraine
Svitlana Savchenko Candidate of Historical Sciences, Аssociate Professor of the Department of the Historical and Civic Education, Institute of In-Service Education, Borys Grinchenko Kyiv University, Kyiv, Ukraine
Yurii Сherpak Candidate of Pedagogical Sciences, Аssociate Professor of the Department of Preschool and Primary Education, Institute of In-Service Education, Borys Grinchenko University of Kyiv, Kyiv, Ukraine
Viktoriia Shcherbyna Candidate of Political Sciences, Аssociate Professor of the Department of Preschool and Primary Education, Institute of In-Service Education, Borys Grinchenko University of Kyiv, Kyiv, Ukraine
Svitlana Pazuk Junior Research Fellow, Research Laboratory of Experimental Pedagogy and Pedagogical Innovations, Institute of In-Service Education, Borys Grinchenko Kyiv University, Kyiv, Ukraine

DOI:

https://doi.org/10.36941/jesr-2024-0055

Keywords:

professional competence, teachers, psycho-physiological conditions, stress

Abstract

The aim of the article is to determine the specifics of the impact of the correctional programme of psycho-physiological conditions on the development of the professional competence of general secondary school teachers. The Diagnostics of Mental States of the National Academy of Sciences and the Impact of Event Scale - Revised (IES-R) were used to obtain reliable data on the psycho-physiological state of the individual. A specialized online test for teachers was used to obtain data on the teachers’ competence aimed at determining informational competence, testing to determine the teacher’s subject methodical competence, observation of communicative competence. A formative experiment was planned and conducted. It was established that average indicators of psycho-physiological state prevail among teachers. The positive impact of the developed corrective programme on the teachers’ activity and mood was proved. It was concluded that the change in the psycho-physiological states of “invasion” and “avoidance” significantly depends on current social conditions, in particular, on the stability of the safety component. It was found that the correctional programme levelled the connections between the teachers’ subject methodical competence and the current psycho-physiological state. It was established that the teachers’ communicative competence continues to correlate after the completion of the programme with psycho-physiological comfort and general emotional background. In general, we can talk about the relative effectiveness of the developed corrective programme. The obtained results can be used to optimize programmes of continuous postgraduate education in the context of the development of resistance to the stresses of wartime. The prospects for further research are expanding the arsenal of methods for studying the teachers’ psycho-physiological state and clarifying gender differences in the teachers’ experience of stress.

Received: 2 February 2024 / Accepted: 25 April 2024 / Published: 5 May 2024