The influence of a teacher’s positive self-concept on the quality of teaching in the system of additional professional education

The research problem and the rationale for its relevance. Consideration of the influence of a positive self-concept of a teacher on the quality of teaching in the system of additional professional education now meets not only scientific interests, but also modern challenges of pedagogical education. Nowadays, addressing the topic of teacher's personality, his/her self-concept is very valuable when standards, requirements to social and personal expectations of interested parties flourish in education. And the problem of the influence of positive self-concept on the quality of teaching is complicated by the fact that the tasks of education are becoming more complex. Therefore, the range of labor actions of a teacher and the requirements to their professional and personal characteristics are also increasing. Based on normative-legal acts the article considers the positive self-concept of a teacher as a factor influencing the quality of teaching. Along with the traditional criteria of teaching quality, it is determined that a positive attitude to oneself and other people, the feeling of one's own value influences the quality of professional activity. The psychological scientific literature related to the description of the fact that the positive self-concept of the teacher has significance and influence on the level of students' training, their motivation, emotional background is analyzed. This article proposes a diagnostic toolkit for measuring self-assessment of the conduct of their training session and self-assessment of their attitude to themselves, the life position of positivism. The correlation analysis between these two factors: quality of teaching and positive self-concept is carried out. The author's vision of positive self-concept of a teacher from the system of additional professional education and its components is offered. The goal of research. The goal of the research is to investigate the influence of positive self-concept of a teacher on the quality of teaching in the system of additional professional education. The objectives are to study the scientific literature; to identify and substantiate the components of positive self-concept of a teacher of additional professional education and the components of teaching quality; to determine the possible relationship between teaching quality and positive self-concept of a teacher of additional professional education. The assumption is made that the quality of teaching will be more effective with a positive self-concept of a teacher. Methodology. The article contains an analysis of psychological and pedagogical literature aimed at studying and presenting the concepts of “quality of teaching” and “positive self-concept”, identifying the features of their content and application in the study. The author's control and measurement materials are proposed, aimed at studying the quality of teaching and positive self-concept. An empirical study is being conducted: a survey of teachers, interpretation of results, methods of mathematical processing using the Kolmogorov-Smirnov criterion and the Spearman and Student tests.