The influence of psychological assistance on the efficiency of professional development of the beginning teachers of the higher school

Abstract

The article deals with the results of the research focused on revealing groups of teachers of the institute of higher education depending on the specificity of their professional development at the stage of occupational adjustment. They have surveyed 176 teachers of institutes of higher education of Stavropol, carrying out their pedagogical activity at the stage of occupational adjustment (length of service was from 0 to 5 years). The author has established that during professional development at the initial stage of entry into profession teachers of the higher school may belong to one of four clusters: well-adjusted, adjusted, relatively adjusted, and adjusted in a complicated manner. The author argues the necessity of organization of psychological assistance to teachers of the higher school at the stage of occupational adjustment as a necessary condition of overcoming risk factors which is confirmed by the experimental data.