Specifics of Self-Attitude, Frustration Reactions, and Self-Efficacy among Secondary School Teachers

Aim. To analyse the relationship between self-attitude, frustration reactions and self-efficacy in secondary school teachers of different age groups.

Methodology. To identify severity of the phenomena under study in two groups of teachers, the following methods were used: the test of frustration reactions by S. Rosenzweig, the method of studying self-attitude (test-questionnaire of the MIS) V. V. Stolin, S. R. Pantileev, the method of determining general and social self-efficacy by M. Scheer and D. Maddux (modified by L. Boyarintseva). Respondents of the first (24–35 years old) and second (35–55 years old) groups were tested using these methods. Statistical processing of the data was carried out using the SPSS Statistics program. During the calculations, the Liviņ criterion of equality of variances was used, as well as the parametric Pearson test, since a preliminary study of the distribution for the normality of the trait was carried out.

Results. In young teachers, vivid links have been identified between emotional openness, self-attachment and a tendency to intropunitive or avoidant reactions, which reflects the presence of an insufficiently formed, mobile self-attitude and makes the personality of a novice teacher more vulnerable to frustration, reducing the ability to objectively assess the situation and act effectively within the educational space. Mature specialists are more stable and are characterised by an internally consistent self-attitude, which contributes to the constructive overcoming of obstacles and forms high professional self-efficacy. Self-efficacy in a group of mature teachers turned out to be closely related to their sense of self and to strategies they choose in a situation of pressure. Teachers with a high level of self-acceptance and self-leadership demonstrate productive frustration reactions and high resistance to professional and life difficulties. Young teachers with developed self-control and self-confidence are much less likely to experience frustration.

Research implications. The results obtained make it possible to expand the understanding of the psychological component of the professional activity of a teacher. Considering these features will help making teacher professional development more adaptive.

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