MOBING WARNING AMONG PRIMARY SCHOOL TEACHERS

Abstract

The article is devoted to the problem of forming the ability to prevent mobbing among primary school teachers. The purpose of the article is to highlight the results of diagnostics of the ability to prevent mobbing in the environment of primary school teachers and to determine the levels of their formation.
The application of a number of diagnostic methods is substantiated, each of which is aimed at studying a specific indicator, and in its totality make it possible to generalize about the peculiarities of the emergence and course of the process of mobbing among primary school teachers, which is characterized as systematic bullying, psychological terror, a form of psychological pressure in the form of harassment of an employee in the team. It is emphasized that the content of all highlighted methods has a clearly defined goal, procedure, instructions, criteria, levels and description of results.
The concrete results of the empirical study of the levels of the ability to prevent mobbing among primary school teachers for each component (cognitive-reflective, motivational-value, operational-corrective) are given and interpreted. The levels of the ability to prevent mobbing among primary school teachers are empirically determined: high, medium, low.
The analysis of the psychological-pedagogical work on related topics of the study made it possible to generalize about the relevance and identity of the results of the study on the ability to prevent mobbing among primary school teachers.
The conclusions emphasize that the effectiveness of the educational environment is possible only under the condition of physical, social and psychological comfort and safe interaction of all participants in the educational process. The obtained evaluation results in comparison with the criteria serve as a kind of standard for determining an effective model of the educational process, will help to adjust the process of forming the ability to prevent and counter mobbing.
The practical significance of the article is that its materials can be used (both theoretical and practical) by teachers and students during teaching and preparation for seminar classes in the disciplines “Psychology”, “Psychology of interpersonal communication” and in the organization of the educational process of general education institutions and primary school teacher training.