FACTORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT OF HISTORY AND CIVIC EDUCATION TEACHERS

Abstract

The article publishes the research results into the professional development factors of historical and civic education teachers in modern conditions. Since the professional activities of history and civic education teachers in the conditions of education reform, uncertainty, and challenges require constant improvement, it is essential for the continuous education system to consider the factors affecting the effectiveness of this process. The purpose of the article is to study the factors and dominant motives of teachers’ professional development in the historical and civic education field. The main tasks of the research are: to investigate the motives for the professional development of teachers in the field of history and civic education, to determine the stimulating factors and those that hinder the professional development of teachers, and to assess the level of their stress resistance.
A questionnaire was used to conduct the research. In particular, to determine the motivation for professional development and identify factors that affect the professional development of teachers, a questionnaire was developed, an author’s modification of questionnaire No. 2 of the questionnaire “Self-Assessment of Teachers’ Needs for Development and Self-Development”. “The Connor-Davidson Stress Resistance Scale» was used to determine teachers' stress resistance levels.
Based on the research results, the dominant motives of teachers’ professional development were identified, particularly: the motive of self-disclosure and self-affirmation in the profession, and the motive of increasing the level of professional development or career growth. It was also determined that the most significant factors that stimulate the professional development of teachers are interest in work, self-education, and new professional tasks (innovative activity). Among the factors that hinder professional development, teachers singled out such things as: lack of time, martial law, and difficult life circumstances. In unstable wartime conditions, one of the essential conditions for effective professional development is stress resistance.
According to the results, most respondents have a sufficient and high level of stress resistance. Teachers identify expanding psychological knowledge and improving pedagogical skills as the most relevant directions for their professional development.