The level of satisfaction with one's own work is an extremely important factor influencing the quality of work in professions like human beings, such as the work of teachers. In the labor activity, to which a person devotes a significant part of his time, are manifested and formed the abilities of the person, his character and personality in general.
Any professional work, in addition to physical and psychological features, has the basis of personal qualities that contribute to the success of human activity. The profession of a teacher is considered to be of the highest type due to the need for constant reflection on the content of the subject of its activity according to A.S. Shafranova. Thus, there is no doubt that a teacher should possess a certain amount of some high personal qualities. Pedagogical literature is full of attempts to identify the qualities without which there is no success in pedagogical work. But such attempts usually end with the enumeration of modern cultural person's merits such as humanism, honesty, justice, diligence and other features of a worthy person, but they are not derived from a certain profession. N.E. Shchurkova in her work "Classroom Guide" (2000), says that if we proceed from the essence and content of the profession of a teacher, the first major personal trait is:
1 - interest in life. The influence of this personal trait on the content and character of the teacher's work is extremely strong, but it is invisible even to the teacher himself. Childhood, so loving life does not forgive anyone's indifference, especially if it is shown by the teacher. Interest in life is a condition of working with childhood, it is a condition of the effectiveness of education, because it is always focused on the formation of the ability - to be happy, and at the heart of this ability is the acceptance of life as such as a great gift of nature.
The second personal characteristic that contributes to the success of work with children is this:
2 - interest in the person as such. It means such a general attitude to a person as a phenomenon in the system of living organisms on earth. When attention to different kinds of personal manifestations of the "I" of a person is connected with the knowledge of the human soul, with respect for individuality, with the recognition of the human right to features and dissimilarity with other people, and when a value position is preserved in relation to a person regardless of the specific characteristics of this person. If a teacher is interested in a person as such, a number of problems are solved or easily solved. The notorious issue of "love for a child" is solved, because a teacher is interested in every pupil. Hundreds and thousands of people should not be loved, as they do not have enough spiritual and physical strength to work with them during their professional life. But, having an interest in a person, it is easy to work with many young children, despite the complexity and subtlety of this work, if professional competence is ensured. Interest in a person helps to find a professional balance and to stay at the professional level, and therefore, to soberly seek a solution to the problem.
The third important personal characteristic is this:
3 - interest in culture. The concept of culture includes everything that is cultivated by man, everything that has become a transformation of nature. When it comes to the interest in the culture of a teacher, we mean a wide range of his interests in technology, science, art, everyday life, political organization of society, morality, economy, hygiene and other forms of creation in this world.
The interest in culture on the part of a teacher means
- - Not only his own familiarization with the facts of the developing world culture, but also the formation of children's attention to these facts;
- - Not only the transformation of one's own life but also the involvement of children in correcting the habitual content and course of life in accordance with the achievements of world culture;
- - Not only personal assessment of what is happening in culture but also purposeful involvement of children in the analytical work of the mind in the assessment of their cultural advances or failures.
One of the strongest contradictions of upbringing is that a teacher is a representative of yesterday's culture, but he has to act as a representative of today's culture, although he does not know it well enough, and sometimes far from it. However, this contradiction is overcome: by introducing children to the culture, the teacher himself learns what is imparting to children.