The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher's activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.

In the modern conditions of fulfilling professional duties, the issue of studying the personal and professional qualities of specialists of the Ministry of Emergencies of Russia has a special importance. Today, issues related to the study of the specifics of the professional qualities of specialists of the Ministry of Emergencies of Russia within the framework of scientific issues of modern psychology are of increasing importance. This is due to a number of factors, both the need for a deeper study of the principles of the formation of special skills and abilities, professionally important personal qualities of specialists of the Ministry of Emergencies of Russia, and insufficient scientific development, which puts these issues among the most relevant. We carried out analytical understanding of psychological and pedagogical literature on the topic. The theoretical and methodological analysis of the reliability problem indicates that it is not considered as an independent problem and is not established in the traditionally existing systems of selection, training, support of specialists. We considered the structure of reliability in the context of professional and personal qualities of specialists of the Ministry of Emergencies of Russia working in conditions involving danger to life. We gave an analysis of factors affecting the professional and personal reliability of a specialist of the Russian Emergencies Ministry. Personal and professional reliability of a specialist of the Ministry of Emergencies of Russia is a characteristic of personal features and qualities that determine the stability of reference normative behavior by indicators of personal reliability in professional activity. At the same time, another important parameter of personal-professional reliability is the moral and moral qualities of the specialist, his spiritual and moral maturity. We presented the results of research on the study of personal and professional qualities conducted with specialists of the Ministry of Emergencies of Russia.

Развитие корпоративной культуры преподавателя вуза: от теории к практике Актуальность развития корпоративной культуры обусловлена тем, что современным вузам необходимы преподаватели, владеющие не только профессионально-педагогическими компетенциями, но и принимающие миссию вуза, поддерживающие и развивающие традиции отечественного образования за счет корпоративности, высокой социально-профессиональной ответственности. При этом большинство из преподавателей, испытывая потребность в поддержании и развитии коллективных социальных, моральных традиций вуза, оказались недостаточно готовы к реализации новых форм функциональных и межличностных отношений в коллективе, к продуктивным корпоративным действиям, к работе в команде. Корпоративная культура как система ценностей, норм, социальных и моральных традиций преподавателя, будет способствовать регуляции и развитию его профессиональной деятельности, конструктивных отношений в педагогическом коллективе, содействовать в реализации стратегических задач вуза и самореализации всех субъектов профессионально-образовательного процесса. Исследование проводилось на базе АНОО ВО «Воронежский экономико-правовой институт». В нем приняли участие 76 преподавателей в возрасте до 55 лет, с педагогическим стажем работы не менее 5 лет; 19 мужчин и 57 женщины. Методы и методики исследования: «Диагностика корпоративной культуры» (В.Е. Левкин), «Диагностика самоактуализации личности» (А.В. Лазукин в адаптации Н.Ф. Калина (САМОАЛ)), «Изучение корпоративной культуры преподавателя вуза» (М.В. Ларских, Н.И. Плаксина), «Диагностика межличностных отношений» (Т. Лири), «Стратегия поведения в конфликтной ситуации» (К. Томас), «Стиль саморегуляции поведения» (В.И. Моросанова), «Экспресс-диагностика ответственности» (В.П. Прядеин). В результате проведенного эксперимента выявлено, что в процессе участия преподавателей в практикуме отмечается положительная динамика значений критериев корпоративной культуры, подтвержденная статистическими показателями t-критерия Стьюдента (tкр. = 1,682, α. = 0,05). Эмпирически доказана положительная достоверная взаимосвязь между ростом критериев корпоративной культуры и оказанным на преподавателей психолого-педагогическим воздействием в рамках педагогического практикума. Ключевые слова: корпоративная культура преподавателя вуза, структурная организация корпоративной культуры, модель развития корпоративной культуры, педагогический практикум, комплекс педагогических условий Перспективы Науки и Образования Международный электронный научный журнал

We consider the current issue of responsibility formation in the structure of personal reliability as a personal quality of students – future employees of State Fire Service of EMERCOM of Russia. The “responsibility” is considered as a necessary component of personal reliability, which underlies the professionally important and personal qualities of an employee of State Fire Service of EMERCOM of Russia. In modern social and economic conditions, when society’s need for reliable specialists increases, the issue of responsibility formation remains highly relevant. Russian society is achieving ever higher achievements in the fields of technology, information, production, etc., which ensure labor efficiency and simplify the lives of citizens. However, at the same time, human factor risks increases. The article discusses in detail the research on the problem of responsibility formation in the structure of personal reliability of law enforcement specialists in the works of domestic and foreign scientists. The close connection between the success of the future specialist and his reliability is revealed. A qualitative solution to the problem of psychological support in the formation of responsibility allows to effectively carry out the necessary measures for the assessment and training of students. The main goal facing a modern specialist is to properly perform the duties assigned to him, to be reliable, therefore, the development and construction of an optimal process for the formation of responsibility is a strategic task of psychology. The formation of responsibility as a personal quality of students – future employees of EMERCOM of Russia is an important stage in their development as professionals who show the necessary activity, are able to effectively apply their knowledge and skills in the profession, as well as improve the level of both professional and social competencies.

Introduction. During the period of modern socio-economic reform, the requirements for the professional qualities of employees in all spheres of life are increasing. In this context, the professional qualities of specialists in extreme professions attract the attention of researchers in order to fi nd answers to the indemand requests coming from both practitioners and society (M.Sh. MagomedEminov, V.D. Nebylitsyn, V.V. Rybnikov, Yu.S. Shoigu, etc.). Th e study of the development of reliability as a personal and professional quality of employees at the Russian Emergencies Ministry remains a little-studied and urgent issue for psychological science. Th e goal is to identify psychological determinants that contribute to/hinder the development of reliability of employees at the Russian Emergencies Ministry in the course of their professional activities. Methods and sample. Th e sample consisted of 156 people (men, aged 20 to 45 years, active employees of fi re and rescue units of the EMERCOM of Russia, in Moscow).Research methods included expert assessments, a Mini-cartoon test, a 16-factor personality questionnaire by R. Kettell, Leary’s Interpersonal Behavior Circle, a “Trust-distrust” technique (A.B. Kupreichenko), a “Subjective assessment of interpersonal relations” technique (S.V. Dukhnovsky). Results and conclusions. Psychological determinants that contribute to/ hinder the development of reliability of employees of the Emergencies Ministry of Russia, as well as personal characteristics of employees that negatively affect the content and mechanisms of reliability development were identifi ed. As a result of the conducted research, we can draw a general conclusion that the socio-psychological training resulted in forming personal self-regulation skills in extreme conditions, ensuring psychological stability, stimulating activity, developing communication skills, team building, updating the resource potential of the individual, expanding models of constructive interaction. Th e development of motivation, goals, values of professional activity succeeded, as evidenced by qualitative, quantitative and statistical results.