TEACHERS’ PSYCHOLOGICAL PROFILES VERSUS THEIR FUNCTIONING IN THEIR PROFESSIONAL ROLE
Journal Title: Educational Psychology - Year 2014, Vol 47, Issue 5
Abstract
The article is theoretical in nature. It aims to show the relationship between teachers’ psychological profiles and their professional adaptation. Analysis focuses on the unique character of the teacher’s professional role, his or her suitability for the job and the assessment of this professional environment. Empirical research showed the importance of personality traits to professional preferences, work effectiveness and success in work. However, there are few psychological studies on the professional environment of Polish teachers, and those that are available in the literature on the subject point out serious adaptation difficulties in some of these teachers. The teacher environment is internally very diverse. This is shown in studies where the authors attempted to create a typology of this environment. They show that only some teachers are suitable for this job and derive satisfaction from working with students. Therefore, not all teachers are likely to be successful in this profession and this may result from their individual characteristics. Today membership of the European Union determines the changes in the education system and in teacher training. These changes also include teachers’ pro-European qualifications, including a high level of professional and personal competence. The changes are anticipated in this professional environment and entirely justified. However, they might be difficult to introduce as there is a risk that some teachers are focused on stable employment and not on the development of their career paths. School has an important role in the process of education system transformations and teachers’ professional adaptation. It can be a friendly work environment and offer resources to reduce burdens and to enhance professional self-realization.
Authors and Affiliations
Grażyna PORAJ
Keywords
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