Соціально-психологічна адаптація педагога до глобальних світових змін в умовах довготривалого стресу

Global transformations (biological, ecological, social, economic, technical, cultural, etc.) take place very clearly in the modern world. All this determines the relevance of solving the problem of development of socio-psychological adaptation of modern person, in particular, teachers to the new conditions of existence. The purpose of the presented article was to highlight the results of research of peculiarities of socio-psychological adaptation of Ukrainian pedagogical workers in conditions of long-term stress. The study used such methods of empirical data analysis as questionnaires, psychodiagnostic testing, content analysis of percentage and average indicators. The article presents an analysis and generalisation of the results of empirical research of the state of socio-psychological adaptability of Ukrainian pedagogical workers to global changes in conditions of long-term stress (Covid-19 pandemic, war). The study showed that modern pedagogues demonstrate an insufficient level of adaptability to global changes: only 22% of teachers are well adapted to modern conditions and are ready to teach the worldview material to pupils, and 27.5% of teachers have features of intense psychological disadaptation and need of psychological support and psychological assistance for their professional activities. The study showed, that modern teachers are quite morally normative and communicatively competent, but their behavioral self-regulation is developed not sufficiently. The author distinguished the peculiarities of the manifestation of the adaptive potential of the personality of modern teachers of different age categories. Pedagogues aged 25-39 years, comparing to young (19-24 years) and more experienced teachers (40-66 years), are the most adaptive part of the pedagogical community. The indicator of their adaptive potential exceeds similar indicators of teachers of other age categories significantly due to the ability for behavioral self-regulation, which is more developed. Pedagogues aged 40-66 years demonstrate high moral normativity most of all. Social and psychological adaptation is quite difficult for young teachers aged 19-24, because this age category is the most vulnerable in terms of behavioral self-regulation. The practical significance of the research is that determining the peculiarities of the socio-psychological adaptation of teachers to modern conditions made it possible to determine the directions of psychological support for professional and pedagogical activities in educational institutions, aimed at the development of adaptive abilities, mental stability and behavioral self-regulation of the teachers.