The readiness of teachers of institutions for orphaned children and children left without parental care to ensure the process of forming the skills of pupils’ volitional self-regulation

The paper is devoted to the issue of increasing the readiness of teachers of educational organizations to ensure the process of forming the skills of volitional self-regulation of orphans and children left without parental care. The components of teachers’ readiness to ensure the process of formation of students’ volitional self-regulation skills are determined. A diagnostic toolkit for assessing the readiness of teachers to ensure the process of forming the skills of volitional self-regulation of orphans and children left without parental care is proposed. It is revealed that specialists of institutions for orphans and children left without parental care have different levels of readiness to effectively carry out the process of formation of volitional self-regulation skills in students. To solve the identified problem, a phased work was implemented with teachers of institutions for orphans and children left without parental care. It is proved that the step-by-step work with teachers provides an increase in the level of all components of their readiness to ensure the process of formation of students’ volitional self-regulation skills.