PSYCHOLOGICAL ASPECTS OF THE FORMATION OF PROFESSIONAL COMPETENCIES IN UPPER SECONDARY SCHOOL TEACHERS
Keywords:
professional competencies, psychological competence, upper secondary school teachers, pedagogical activity, emotional intelligence, professional development, pedagogical reflection.Abstract
The article examines the psychological aspects of the formation of professional competencies in upper secondary school teachers within the context of contemporary educational transformations. Special emphasis is placed on psychological competence as an integrative component of a teacher’s professional development, ensuring the effectiveness of the educational process, resilience to professional stress, and constructive interaction with senior school students. The study analyzes the key structural components of teachers’ professional competencies, including cognitive, emotional-volitional, communicative, and reflective dimensions, as well as their relationship with individual psychological characteristics of the teacher’s personality.
The significance of developing teachers’ psychological readiness to work under conditions of increased academic demands, educational digitalization, and the growing importance of learner-centered instruction is substantiated. The article explores psychological mechanisms underlying the formation of professional competencies, such as professional motivation, self-regulation, emotional intelligence, and pedagogical reflection. It is emphasized that a high level of psychological competence contributes to the prevention of professional burnout, enhances teaching effectiveness, and promotes the development of stable professional values and attitudes.
The findings of the theoretical analysis can be applied in the design of professional development programs, psychological support systems for upper secondary school teachers, and teacher training practices within higher education institutions.
