Approaches in psychological aspects and social aspects off professional adaptation

In this article, we analyze some approaches to professional adaptation in various aspects, mentioning psychological and social aspects, as well as psycho-pedagogical conditions that have an essential role in the adaptation process of beginning teachers in the school environment to ensure the quality educational process. The global challenges of modernizing the education system and the connection to contemporary approaches existing worldwide impose requirements for its development in accordance with the strategic priorities of the state of the Republic of Moldova. In this context, the need for adaptation and professional development of teaching staff intensifies, with an emphasis on young specialists who are at the beginning of their teaching career. Beginners go through a novel form of social adaptation that reflects the connection and mutual conditioning between the social environment and the internal environment of the human organism, through the lens of the socialization processes that are carried out to cope with the adaptation. The new conditions in the educational system and in everyday life have an ever-changing character in contemporary visions, thus, novice teaching staff in the process of adaptation, require a maintenance of psychological balance and continuous professional development in order to achieve in the pedagogical activity. The educational system in the Republic of Moldova pays more attention to the pillars: motivation, well-being, professional support of young specialists throughout their careers, the implementation of professional development programs to improve the level of competence of teaching staff, etc. We support the idea that ensuring the quality of education is achieved not only with the contribution of the state, but also of the whole society by: creating optimal conditions for optimizing adaptation in the school environment, modernizing educational institutions, ensuring and improving the level of competence of teaching staff, organizing mentoring in in order to ensure the functional context for the professional development of beginning teaching staff.