The development of teachers’ willingness to vocational self-improvement: administrative aspect
AbstractThe paper describes the activity of the head of school on the creation of the appropriate conditions for the development of willingness to vocational teacher self-improvement. First, the activity of the head should be based on person-centered approach and provide the appropriate nature of the interaction in the " the head - teacher " system, which facilitates the identification of the individuality of each teacher and the integration of his features in the process of the organization of scientific and methodical work. Second, it’s necessary to provide teachers’ vocational self-improvement promotion at the expense of such organization of scientific and methodical work, which would enthrall and arouse a desire in them to seek and feel their own inner strengths and resources. Third, the provision of the organic unity of the processes of professional education, socialization, and at the same time the processes of professional self-education and self-development. Fourth , the acknowledgment of the administrative influence specificity on various components of readiness. Fifthly, the sequence of readiness development to professional self-improvement. The main forms of work on the willingness development to vocational self-improvement are identified, namely: individual, group and collective ones. The functions of a head for the level increase of willingness development to vocational self-improvement, such as analytical and prognostic, goal-setting, organizational and coordinating, control and evaluation, regulative and correctional, social and psychological, are defined.
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