SPECIAL FEATURES OF INTERRELATION OF TEACHERS’ FRUSTRATION REACTIONS IN PROFESSIONAL AND EVERYDAY SITUATIONS

Early identification of special features of interaction of teacher reactions in the frustrating everyday situations and professional relationships makes it possible to predict the activity effectiveness, adjust attitudes towards response, and create a positive professional scenario. For this purpose, the author studied school teachers’ reactions to frustration in the context of everyday and professional situations. The study involved 120 teachers having more than seven years of work experience. As a result, the study showed that most teachers’ reactions in everyday frustrating situations were extra-punitive reactions with a fixation on self-defense. In situations of frustration, teachers reveal a tendency towards self-defense reactions much more often than they admit the presence of an obstacle, which determines their vulnerability in problem situations that require the independent overcoming of difficulties. The study proved statistically that the less manifested the tendency of teachers in everyday frustrating situations to emphasize the presence of an obstacle and the more manifested the inclination to believe that someone else should solve a problem, the more often in conflict pedagogical situations, their reactions are directed towards a student (individual). The identified predominance of teachers’ reactions towards an individual, as well as reactions with the fixation on a task and explanation in conflict pedagogical situations, reflects the insufficient formation of their internal locus control. Statistical analysis of interdependence between the reactions of teachers in everyday and pedagogical situations using the Pearson coefficient and the Spearman coefficient indicates a significant integration of professional-pedagogical attitude into the structure of the everyday consciousness of a person, which determines the necessity of psychological support for further development of the professional career of teachers.