Evaluation of psychological indicators of pedagogical conservatism of university teachers

Context and relevance. Pedagogical conservatism is considered as a destructive phenomenon in the professional activity of a university teacher, leading to emotional dissatisfaction and stagnation. In this regard, the assessment of psychological indicators of pedagogical conservatism in the context of innovative transformations provides the opportunity to find effective conditions for overcoming such a state through the mechanism of psychological readiness for innovative activity as a result of professional success and productivity. Objective. To identify psychological indicators that determine different levels of pedagogical conservatism of university teachers. Hypothesis. The set of psychological indicators positively correlates with the level of pedagogical conservatism of university teachers. Methods and materials. The study involved 1754 university teachers in the humanities, socio-economic and technical fields (M = 42,3; SD = 8,7). The pedagogical conservatism of university teachers was assessed using the author's questionnaire "Assessment of pedagogical conservatism". The statistical methods used were the one-sample λ-Kolmogorov-Smirnov criterion, the Mann-Whitney U-test, the standardized effect size of Cohen's d, and discriminant analysis. Results. The results showed that the prevailing indicators of the level of pedagogical conservatism (low, medium, high) include changes in socio-pedagogical values of education (digitalization, computerization, and distance learning), psychological unpreparedness for innovative pedagogical activity, psychological defense mechanisms against psychotraumatic events, low self-esteem, and pedagogical stereotypes. At the same time, the dominant indicators of the opposite direction (ability for pedagogical reflection and behavioral flexibility) are considered in the perspective of further research as a condition for overcoming pedagogical conservatism. Conclusions. It was shown that the assessment of psychological indicators of pedagogical conservatism of university teachers plays a key role in predicting the success of innovative pedagogical activity. The need for high-quality organization of psychological support for pedagogical activity in the university, ensuring constructive overcoming of negative mental states of university teachers, is recommended.

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