This thesis is devoted to the theoretical and empirical investigation of the specifics of the development of characteristics in the functioning of students and teachers psychological boundaries, the dynamics and sovereignty of their psychological space and their interrelationships with other personal phenomena.In the first chapter, "Тheoretical and methodological approaches to the basics of knowledge of the boundaries of psychological space", the theoretical analysis of the research subject is presented, namely the content of the scientific literature on psychological space and psychological boundaries is clarified. In the second chapter, "Methods of organization and conditions of research", on the basis of generalization of existing data concerning knowledge of the research subject, three groups of methods are defined and described: first, methods for researching the specifics of the boundaries of psychological space; secondly, methods for researching the characteristics of the psychological space of the individual; thirdly, methods aimed at researching personal characteristics as probable determinants of the functioning of the psychological boundary.In the third chapter, "Characteristics of psychological boundary development in students and teachers", the characteristics of the functioning of the psychological boundaries of two groups of students and teachers, depending on the age of the educational workers and the duration of their professional activity, are presented; the characteristics of the sovereignty of the psychological space of three samples are described (students, teachers with up to 10 years of work experience and teachers with more than 10 years of experience of educational activity), the characteristics of the emotional maturity of the respondents are revealed, the emotional barriers to communication for the respondents are investigated, the characteristics of their dynamic are studied, the leading types of motivation for student learning and the types of orientation of the professional activity of educational workers are determined.The thesis has practical importance, so its results are of interest to practising psychologists, teaching staff, heads of educational institutions, students, etc. Its results deepen knowledge of the characteristics of the functioning of the personality of the student and the teacher, depending on the extent of the latter’s pedagogical experience, provide valuable material about the psychological boundaries and personal space of participants in the pedagogical process, expand the knowledge about the relationships of these phenomena with personal characteristics.
