TEACHERS’ READINESS TO THE REALIZATION OF SELF-PRESERVATION TECHNOLOGIES IN PROFESSIONAL ACTIVITIES: STRUCTURE, CRITERIA, INDEXES AND LEVELS OF FORMATION

New quality of education that would ensure the development of modern society can be achieved only on condition that the organization of the educational process does not harm the participants' learning space. According to studies, teacherhip as a professional group is characterized by low levels of physical and mental health. It can be explained by the fact that the teacher's job is considered to be complicated, stressful and one of the most psychologically straining among those requiring g a person to possess considerable reserves of self-control and self-regulation. It is the teachers who are under a high risk of mental and physical reactions to tense situations at work. Currently, the International Classification of Diseases singles out a separate condition called "professional stress". Emotional burnout syndrome (one of its consequences) can be identified as a state of physical, emotional and mental exhaustion of a specialist. The given facts indicate the need for approaches in education and education through implementation of self-preserving technologies. The concept of "self preserving technologies" can be understood as the algorithm of facilities, methods that gives the opportunity to adapt oneself in the society with the aim of achieving the existence of mutual agreement and avoidance of psychological, emotional traumas (forming the ability to avoid professional deformation - negative changes caused by social, economic, ecological, psychological factors). Complications of professional activity in modern conditions increases the demands on the personal qualities of the teacher. The following components have been allocated in the the structure of teachers' willingness to implement self-preserving technologies : axiological, cognitive, operational and technological, emotionally evaluating, personal. To measure the level of formation of willingness of primary school teachers to implement self-preserving technology components of the same name were defined the following criteria and their indicators, namely, axiological (indicators: awareness of the importance of self-preserving activity, generated motivation, sense of responsibility for performance); cognitive (indicators: the availability of knowledge about the nature of self-preserving activity, the ability to adopt and adapt the material needed for the task, possession of the needed facilities to introduce self-preserving technologies); emotionally evaluating (indicators: professional orientation, formation of pedagogical communicative, signs of "burnout syndrome"); operational and technological (indicators: formation of skills to carry out self-preserving activity, forecast of self-effectiveness, the ability of self-evaluation); personal (indicators: the ability to reflection, creativity, the ability to assess the formation of skills to implement self-preserving technology in professional activity). This enabled to refine the quality characteristics of the levels of teachers' willingness to implement self-preserving technologies in a professional activity (high, above average, average, below average and low). The above components of criteria and each of their levels can determine the necessary scientific provisions with the help of which can developed a set of pedagogical conditions of self-preserving technology introduction of the teachers in professional activities.