Requests from teachers to a teacher-psychologist in an educational organization

Background. The growth of psychological tension in society also affects the relationships of participants in educational relations. In this regard, there is an increasing need in educational organizations for educational psychologists, which they carry out, among other things, taking into account the problems/ requests of subjects of educational relations. Special attention should be paid to teachers, since they are the ones who contact students and their parents more often, which means they can be the first to report problems they have. Purpose – to identify and analyze the problems (requests) with which teachers turn to educational psychologists, which will determine the content of training future educational psychologists for psychological support and support of teachers and other participants in educational relations in solving emerging problems. Materials and methods. The methodological basis of the research was the contextual competence approach, according to which the training of future specialists should correspond to the subject and social contexts of the profession being mastered. The research methods included: a theoretical analysis of works related to teachers' problems and the specifics of interaction with a teacher-psychologist in their solution; a remote survey using a Google form, during which teachers-psychologists had to name at least 10 problems (requests) that teachers address to them. Results. 40 educational psychologists took part in the remote survey. According to the survey results, a total of 331 responses to the question were received. During the content analysis, 18 groups of problems were formed, which teachers addressed to educational psychologists. The results obtained indicate a wide, but quite similar set of identified problems/requests for different teachers. The article presents the distribution of queries by frequency of occurrence. The practical significance of the research lies in the fact that its results can serve as a basis for improving training programs for future psychology teachers, developing relevant methodological materials and recommendations, and formulating research topics and project activities in the field of practical psychology in education.