Haiduk G. Motivational-semantic factors of professional teacher's tolerance

The dissertation is devoted to the study of motivational-semantic factors of professional teacher's tolerance.The conceptual foundations of the phenomenon of tolerance aresubstantiatedand the methodological positions of studying the motivational-semantic determination of professional tolerance of the individual are considered.The theoretical model of the structural organization of the teacher's professional tolerance has been developed and verified, the components of which (cognitive-informational, emotional-regulatory, personal-communicative, behavioral and normative) function as an integral system of professional activity of a specialist, and the motivational-semantic modes (motivational-regulatory, motivational-behavioral, reflexive-semantic, operational-semantic) of its optimal functioning.The scientific knowledge on the motivational-semantic determination of professional tolerance of teachers within the limits of ontologization of their professional development have been made deeper. As a result of the empirical research, motivational-semantic factors of professional tolerance of teachers with different professional experience were identified, and this is reflected in the distribution of the factor structure of personal features.The psychological peculiarities of the manifestation of professional tolerance by means of the operationalization of the motivational-semantic indicators of tolerant competence (emotional-rational, autonomous-self-serving, status-normative, intellectual-productive); and mechanisms of its functioning (adaptive-identification, identification-moral, moral-productive, productive-adaptive) depending on the professional experience of teachers are revealed.