Изучение особенностей профессиональной самооценки педагогов

The article substantiates the relevance of studying the possibilities of developing teachers’ ability to carry out objective self-assessment of their professional activities and use the obtained data to improve the quality of work. The components of the structure of teachers’ professional self-assessment are identified: ideas, abilities to carry out assessment, self-attitude and judgments related to professional capabilities and qualities. The article presents the results of an empirical study of teachers’ professional self-assessment. It is shown that most of the study participants have an average level of self-esteem, a third have a high level, their self-esteem is adequate. Based on the identification of a significant percentage of respondents with low (including inadequate) self-esteem and the importance of objective professional self-assessment, it is concluded that it is necessary to ensure work on the development of self-esteem at the stage of training specialists at a university and in the course of a teacher’s professional activity.