PSYCHOEMOTIONAL STABILITY OF A FOREIGN LANGUAGE TEACHER AS A FACTOR OF THE EFFECTIVENESS OF PROFESSIONAL ACTIVITY

Abstract

Within the framework of the article, problems of psychoemotional stability of a foreign language teacher as a factor of the effectiveness of professional activity are considered. In the changing conditions of reality, which is increasingly characterized by unjustifiability, instability and increasing intensity and stress level, attention is drawn to the role of psychoemotional stability in activities of foreign language teachers, to its place in line with the professionally significant qualities of foreign language teachers. In the course of the conducted experimental research and statistical analysis of the data, it is concluded that the development of this parameter is a necessary condition for the effectiveness of pedagogical activity. The analysis of the data obtained during the simulation allows to conclude that psychoemotional stability, as a parameter, is a complex structure of interdependencies, where psychoemotional stability is the core, and the components of psychoemotional stability are cluster groups related both to each other and to psychoemotional stability. This connection does not have a clear and stable structure, the space of relationships is individual for each subject, even if there are certain patterns. This indicates that for a foreign language teacher, the development of the parameter in question should be individual.