Professional Deformation of Teachers and Manifestations of Antisocial Forms of Pupils’ Behavior

Abstract

It is scientifically proven that teacher’s professional activity can have not only constructive, developmental impact on pupils and him/herself, but also destructive one, causing mental conditions (burnout, exhaustion) that reduce teacher’s efficiency (deviation) and change the system of his/her personality features (deformation). Despite the importance and the effectiveness of the researches that have been already conducted, the problem of the influence of teacher’s professional deformations on the manifestations of students’ antisocial behavior (aggression, cruelty, violence) remains insufficiently studied. An important component of this issue is to consider various factors (internal and external) that affect appearance and spreading of aggressive behavior among teenagers: from psychological pressure (mobbing) to cruel and cynical aggression. Our experimental study had two stages: ascertaining and forming ones. The results showed that aggressive behavior models adopted and accepted by teenagers were strongly influenced by teachers’ educational modes. The unfavorable changes of teacher’s psychological experience (professional deformations) manifested in stagnation, regression, depersonalization, negative impact on students’ development and behavior. At the second stage – the forming one – we identified three main directions of psychological work. The first direction was corrective and developing work with teenagers. The second direction was work with teachers in order to prevent and correct professional deformation. The third direction was polysubject interaction "teacher–pupil". The effectiveness of the work carried out was proven by significant changes not only in pupils’ behavior, but also in teachers’ collaboration with teenagers.

Keywords: professional deformations; antisocial behavior; aggressiveness; teaching technology; corrective-developing programs.