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).

1. Bogdanova, M. M. (2023). Effective time management in the work of a teacher. Transformation of the socio-economic model of country development: necessity, possibilities, directions: materials of the XV International scientific and practical conference (Barnaul, May 18–19, 2023). Moscow: Pero Publ., pp. 71–74 (in Russ.).

2. Vodopyanova, N. E. (2014). Resource provision for counteracting professional burnout of labor subjects [dissertation]. St. Petersburg (in Russ.).

3. Izard, K. E. (2010). Psychology of emotions. St. Petersburg, Piter Publ. (in Russ.).

4. Kattsova, A. P. (2019). Overcoming professional burnout in teachers working with long-term seriously ill children [dissertation]. Moscow (in Russ.).

5. Kuznetsova, A. A. & Nikishina, V. B. (2018). Effective contract as a technology for managing the effectiveness of professional and pedagogical activities of a university teacher. In: Innov (electronic scientific journal), 4 (37). URL: http://www.innov.ru (accessed: 01.11.2024) (in Russ.).

6. Lermontova, O. (2022). Work for love. How to build a successful foundation and turn it into a source of inspiration and happiness. Moscow: Mann, Ivanov and Ferber Publ. (in Russ).

7. Christensen, K., Drucker, P., Oncken, W., Kutyu, D., Schwartz, T. & Hallowell, D. (2024). Personal effectiveness. Moscow: Albina Publisher (in Russ.).

8. Messineva, E. M., Manuilova, N. B. & Fetisov, A. G. (2021). The problem of professional burnout among university teachers. In: The world of science. Pedagogy and psychology, 9, 2, 1–11 (in Russ.).

9. Nikulina, I. V. (2023). Professional burnout of university teachers. In: Izvestia of the Samara Scientific Centre of the Russian Academy of Sciences. Social, Humanitarian, Biomedical Sciences, 3 (90), 32–37 (in Russ.). DOI: 10.37313/2413-9645-2023-25-90-32-37 (in Russ.).

10. Novikova, I. A., Vinokur, V. A. & Bardeeva, A. V. (2014). Psychological factors of professional burnout of teachers. In: Medical Psychology in Russia (electronic scientific journal), 3 (26). URL: http://mprj.ru (accessed: 11.12.2024).

11. Pines, E. (2000). Experiencing social psychology. St. Petersburg: Piter Publ., (in Russ.).

12. Samsonova, E. A. (2022). Sociological factors of the educational environment on the professional burnout of university teachers. In: Bulletin of the Institute of Sociology, 13, 3, 179–192. DOI: 10.19181/vis.2022.13.3.837 (in Russ.).

13. Stepanov, D. (2018). Path of the Gods. Japanese Methods of Achieving Effective Work and Productive Life. Moscow: Krylov Publ. (in Russ.).

14. Chikareva, E. A. (2018). Syndrome of Professional (Emotional) Burnout in the Pedagogical Environment. Khabarovsk: Printing House of the KGB POU KhPET (in Russ.).

15. Gens, E. (2020). Influence of Ethical Concepts and Personal Characteristics of Leadership on the Level of Professional Burnout of Teachers. In: Manager, 11, 5, 70–80.

16. Maslak, K. & Jackson, S. E. (1981). Measuring experienced burnout (Measuring experienced burnout). In: Journal of Organizational Behavior, 2, 99–113.