Psychological characteristics of professional adaptation of novice teachers

- a conscious attitude towards the choice of the path in their professional career, to pay attention when hiring to whether the requirements and skills coincide with the institution in which the teacher wants to start his/her teaching career;

- to monitor one's psychological state at the beginning of one's work as a teacher, and to assess objectively one's state for the probability of the appearance of disadaptation processes which with time can deepen and contribute to the deterioration of one's psychological state and, if necessary, to turn to a specialist

- to listen to and analyze the advice of more experienced colleagues, not to avoid opportunities to join cooperation with colleagues and hold discussions with them; if necessary and if possible, to seek advice or help from colleagues in dealing with work issues;

- if possible, to take part in extracurricular activities, courses, etc., which enhance the level of professionalism of the teacher, and contribute to his/her professional adaptation.

To summarize the improvement of the system to combat professional disadaptation and increase the level of socio- psychological adaptation of novice teachers in Ukraine favorable areas can be defined as the following:

- improving the social and professional status of teachers and the prestige of the teaching profession (reviewing state policy regarding teacher status, improving the system of remuneration, supplementing social protection measures, forming and disseminating a positive image of teachers in the media, improving working conditions);

- introduction of a support system (school internship and probationary year, supportive supervision, material incentives that will encourage teachers to grow professionally, social benefits);

- introduction of a system that should support teachers before formal employment (provision of necessary information, use of web resources);

- adopting the best international practices of professional pedagogical adaptation, especially those used in eastern schools (e.g., the Japanese approach);

- developing among novice teachers a conscious and mature desire to improve their pedagogical skills both at the beginning and throughout their teaching career.

Conclusions and prospects for further research

The results obtained allowed us to draw the following conclusions.

1. Professional adaptation of the teacher is determined by his/her readiness for professional activity, the ability to perform tasks and functions on the basis of mastered professional knowledge, skills and abilities, professional qualities, as well as motivation to carry out effective work activity.

2. During the empirical study of the characteristics of adaptation of novice teachers to professional activity it was determined that most of them are divided into teachers with a significant and low level of socio-psychological adaptation. The most influential on the formation of adaptation were such factors as attitude to the educational institution, satisfaction with working conditions and attitude towards students.

3. The characterization and comparison of the profiles of differently adapted beginner teachers was specified. It was found that novice teachers with a significant level of socio-psychological adaptation are characterized by such psychophysiological disadaptive factors as emotional anxiety and violation of the sleep-wake cycle. Novice teachers with a low level of socio-psychological adaptation demonstrated a wider range of psychophysiological disadaptive factors, among which are dominating emotional anxiety, feeling of fatigue, violation of the sleep-wake cycle and decreased motivation to work. For novice teachers with significant disadaptation is characterized by a moderate impact of all psychophysiological disadaptive factors. Statistically proved significant relationship between psychophysiological professional disadaptation and socio- psychological adaptation, which has an inverse and strong character.

We also compared novice teachers by state of mental health, which showed a direct correlation between the level of adaptation and this factor. Therefore, we consider it appropriate to introduce measures to maintain mental health of future teachers already during teacher training.

Comparison of novice teachers with different levels of adaptation according to the manifestation of work satisfaction also confirmed a direct relationship between these mental phenomena.

4. To understand the differences in the process of professional adaptation, a comparative analysis of novice teachers and teachers with experience was made, based on which the following was determined.

It was found that teachers with 15 years of experience and more become the most adapted. The fact of increasing the phenomenon of disadaptation among teachers with 30 years of experience and more was determined to be interesting and requires further study.

Among the disadaptation factors for all of the teachers studied we have detected dissatisfaction with working conditions and attitudes towards students. The latter requires urgent psychological correction, because it dominates in all age groups.

It has been proved that with age the negative influence of psychophysiological factors on psychological adaptation to professional activity mostly decreases. Thus, novice teachers have a significantly higher level of emotional anxiety, decreased motivation for activity and a feeling of fatigue, compared to their experienced colleagues. Let us also note that the number of persons with a high level of psychophysiological professional disadaptation decreases with the acquisition of experience and, accordingly, a certain experience; but the number of persons with a pronounced disadaptation, on the contrary, increases with time.

Our study revealed an increase in work satisfaction depending on the length of experience of a teacher.

Based on the analysis of the results of the study a number of methodological recommendations for the formation of professional adaptation of novice teachers have been developed.

The prospects for further development of the topic are to study the impact of forms of professional training on the formation of professional adaptation of teachers and to improve the methodological aspects of this process; to analyze and determine the conditions of effectiveness of the formation of professional adaptation of teachers.

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