Functions of a general education teacher in developing self-confidence in low-achieving schoolchildren

The research problem and the rationale for its relevance. The article points out the priorities of educational system development related to attracting attention to the problem of development of low-achieving schoolchildren. One of the reasons that cause difficulties for low-achieving schoolchildren is the lack of self-confidence. The focus is on the actualization of general education teachers' functions related to the development of self-confidence among low-achieving schoolchildren. It is stated that teachers working with low-achieving schoolchildren need assistance in understanding their role in performing these functions and mastering appropriate pedagogical strategies. The goal of the study is formulated: based on scientific evidence on the relationship between confidence and academic success to justify the place of the functions of the teacher to develop self-confidence among low-achieving schoolchildren in the system of competencies and powers. Analysis of the professional standard of a general education school teacher and scientific literature, allows us to state the importance of scientific psychological and pedagogical knowledge for everyday pedagogical activities. It is noted that the development of this knowledge is carried out with the use of formal and informal professional development. However, the necessity of systematization of the teacher's functions in the development of self-confidence among low-achieving schoolchildren is actualized. The significance of the system of additional professional education in the formation of teachers’ persistent motives for the practical application of psychological knowledge and skills for the formation of the considered quality of schoolchildren is pointed out. This task is proposed to be solved within the framework of the methodological idea of “cultural ascent of personality”, which is presented as a purposeful process of teacher development in practical mastering and application of appropriate pedagogical functions. The research led to significant scientific and practical results. The key concepts of the study: “low-achieving schoolchildren” and “self-confidence” have been clarified. Based on the analysis of scientific literature the systematization of the pedagogical functions of the teacher in the development of low-achieving schoolchildren self-confidence is presented. These functions are supported by the description of the necessary psychological and pedagogical knowledge and skills. This result is presented as an element of scientific novelty of the conducted research. The description of the content lines reflecting the problem of developing self-confidence among low-achieving schoolchildren is of practical importance. The importance of active and personalized methods that can be used in the deployment of this content in the system of additional professional and pedagogical education: cinema pedagogics, training, targeted support within the network methodological communities are pointed out. The content of the presented functions, their importance for the system of pedagogical competencies and powers of the teacher are discussed. It is also proposed to consider promising forms of professional development of teachers on this issue. The conclusion of the article summarizes the findings and results.