The thesis research is concerned with the problem of psychological factors examination of the future teachers` responsibility development in the process of professional training.
On the grounds of theoretical generalization of different approaches to unlock nature and essence of responsibility by the domestic and foreign psychologists, the author considers the responsibility as the complex social-psychological phenomenon, a person`s leading moral- volitional feature characterized by variety of cognitive, affective-motivational, activity-related and behavioral components. It is emphasized that a modern school imposes very high requirements to a teacher, in particular, to his/her responsibility.
The author defines the term of «teacher`s responsibility», which is based upon consideration of polyfunctional pedagogical activity, psychological principle of consistency and development of psychic phenomena. The ascertaining experiment performed amongst the general academic schools` teachers (264 those surveyed) showed up the common difficulties and downsides of the teachers` activity, specified by external as well as internal reasons.
A future teacher`s psychological model of responsibility was developed which describes the system of all the relationship type of a person and four sub-structure of responsibility respectively: to people (social one); to profession (professional one); to natural environment (ecological one); to yourself (responsibility for personal development and realization of personal potential) with the above-mentioned components. Besides, the model structure specifies forms, methods and procedures of students` responsibility development.
On the grounds of the ascertaining experiment`s results (first-year students, 308 participants) there amongst the students the significant prevalence of lower and medium levels including all the components of the four sub-structures of responsibility was ascertained. Intrinsic and human factors negatively influencing on the students` responsibility development were analyzed. Comprehensive programme to improve level of the future teachers` responsibility development was worked out and tested (154 students).
Comparative statistical analysis of summarized quantitative characteristics of experimental and control groups before and after conduction of the forming experiment showed decrease of the low and middle levels in the experimental group: the high level increased by 11,6%; above the middle level: 20,1%, as the result they together amounted to 56,1%.
Main important psychological factors of the first and second years students responsibility development were evoluted: recognition by the students of social value of a teacher`s responsibility; change-over of the students` position as passive objects of academic activity to the position of active objects of cognitive, creative, social activity featured by enduring and profound interest to self-actualization and self-improvement.
Qualitative changes in the responsibility development manifested themselves through more keen understanding of psychological essence and the responsibility`s structure, skills of genial, facile interpersonal communication, improvement of speech culture and elocution, improvement of initiatively, persistence, confidence, improvement of internal locus of control level, improvement of managerial abilities and communication skills, creation of mindset aiming to render psychological aid to children and adults; eco-normative behavior, reasonable attitude to health and capacity to work, improvement of psychological readiness for marriage and family life.
The thesis research results figured that formation of higher level of the students` responsibility is one of the key conditions of their educational work effectiveness in the future.
