Psychological prerequisites and barriers to innovative activity of teachers

<p><strong>Context and relevance.</strong> The success of pedagogical activity partly depends on the availability and level of professional competencies, as well as the initiative in the continuous self-development of teachers. <strong>Objective.</strong> The analysis examines the relationship between the indicators of psychological characteristics of personality and the level of readiness of teachers for innovation. <strong>Methods and materials. </strong>The study participants were teachers of educational institutions in Belgorod (n = 120), of whom: 77 women, 43 men. The study of the current state of teachers' readiness for innovation was conducted using the methodology "Assessment of a teacher's readiness to participate in innovation" (V.A. Slastenin); the questionnaire "Big Five" (5-PFQ) R. McCrae, P. Costa; the questionnaire "Style of self-regulation of behavior-SSP-98" (V.I. Morosanova); questionnaires "Barriers preventing the development of innovations" (T.V. Chirkova). <strong>Results.</strong> The results showed that 33% of teachers of educational institutions are ready for innovation, they are characterized by high rates of self-regulation and regulatory personality traits; openness to experience, extraversion and benevolence. <strong>Conclusions.</strong> A high level of general self-regulation is one of the main conditions for success in the development and implementation of new types of activities. In this regard, the development of self-regulation processes will help to increase the level of psychological readiness of teachers for innovation.</p>