TEACHER AUTHORITY IN THE TRANSFORMING PRESCHOOL EDUCATION SYSTEM

Abstract

The article examines a teacher’s authority in the context of preschool education modernization. It examines the key challenges and changes in the development of the modern preschool education system. Based on an analysis of psychological and pedagogical literature, the authors identify theoretical approaches to the concept of “teacher authority.” The results of a pedagogical study on this issue are presented, including an analysis of the factors and conditions influencing the development of preschool teachers’ authority, including personal and professional qualities, image characteristics, and actions that hinder the development of their authority. The authors outline a set of methodological measures implemented as part of a long-term project aimed at building the authority of preschool teachers and outline prospects for further research.