Personal Effectiveness of the Teacher

Aim. To highlight the features and principles of personal effectiveness of a higher school teacher engaged in teaching activities in order to develop an optimal scenario for protection against professional burnout. Methodology and methods. The study was conducted on the basis of long-term observations of the educational process, analysis of the quality of education in a single educational institution, synthesis and comparison of the rational result/effect ratio in the pedagogical activity of a higher school teacher. The research is based on the pedagogical experience of the authors, taking into account the review of normative and scientific literature, and using methods of scientific cognition: analysis and synthesis, observation, comparison. Results. An analysis of the characteristics and principles of personal effectiveness of a person engaged in teaching allowed us to determine in detail what constitutes the personal effectiveness of a higher school teacher. Based on this, the following basic principles of competently increasing personal effectiveness and high-quality fulfillment of tasks are proposed: planning, fragmentation, priority, urgency, resourcefulness, selectivity. The scientific novelty of the study is that the concept of “personal effectiveness of a teacher” has been clarified, the components of pedagogical work have been considered, the features and principles of personal effectiveness of a teacher have been identified, and the factors influencing its decrease have been proposed, recommendations for improving personal effectiveness of a teacher have been proposed. Theoretical and/or practical significance It is defined that the “personal effectiveness” of a teacher is a set of skills and qualities that allow for a given period of time to complete a number of tasks as quickly as possible with minimal cost. The components that make up the teacher’s work are listed, the most significant component is the time spent on completing tasks. At the same time, it is important to allocate time rationally, taking into account the specifics of the teacher's work: limitation of the academic load, a list of types of work fixed by an individual plan, the ratio of classroom and extracurricular workload as 2:1. The factors that reduce the teacher’s personal effectiveness have been identified and recommendations for improving it have been developed: plan your tasks on time, avoid multitasking, prioritize tasks correctly, do not postpone t, strive for efficient use of resources, and be selective in tasks. Testing the results of the conducted research in practice will make it possible to perform tasks as efficiently as possible in a given period of time, quickly and with less labor costs. The recommendations developed by the authors will help the teacher, taking into account the specifics of his work, optimally allocate his time and ensure a satisfactory balance between work and personal life. Conclusion. Pedagogical activity has its own characteristics that affect the personal effectiveness of the teacher. Based on the principles of competent allocation of one's internal resources, tasks set and available methods of their implementation, personal effectiveness, as well as economic effectiveness, is determined by the ratio of the result and the costs that generated this result (effect), that is, the expected result (scientific work, conducted events) should not be less than the cost of achieving it (time, labor and financial).