ПСИХОЛОГІЧНІ ЧИННИКИ ЕТИЧНОЇ ПОВЕДІНКИ ВИКЛАДАЧА ВИЩОЇ ШКОЛИ
PSYCHOLOGICAL FACTORS OF ETHICAL BEHAVIOR OF A HIGHER EDUCATION TEACHER

Summary/Abstract: The article focuses on the psychological factors of ethical behavior of a higher education teacher. The importance of studying the psychological factors of pedagogical ethics is due to a number of important factors, which include the formation of moral and ethical guidelines for students; improving the quality of the educational process; preventing professional burnout; developing emotional intelligence; ensuring academic integrity; and adapting teachers to the digital transformation of education. It is noted that professional ethics as a set of moral norms, principles and standards of behavior that regulate the activities of specialists in their professional field forms not only the personal attitude of a teacher to his or her profession, but also contributes to the establishment of trusting relationships within the team and society as a whole. The author identifies the key features of a teacher's pedagogical ethics: the object of work is a person; responsibility for shaping the country's future; a high level of psychological and organizational complexity; the teacher's reference, i.e., his or her opinion, behavior, values and professional qualities have significant weight and authority, and are an example to follow. The interrelation and interdependence of moral consciousness, moral activity and moral relations as key psychological qualities of pedagogical ethics are analyzed. It is proved that moral consciousness (moral norms, ideals, feelings) forms an idea of how to act correctly and motivates the moral activity of the individual. Moral activity (decision-making, actions, self-improvement) and moral relations (justice, responsibility, evaluation, moral duty), manifested in everyday behavior, implement moral norms. The moral and ethical values that determine the ethical behavior of a higher education teacher, in particular, such as humanism, justice, responsibility, tolerance, altruism, and academic integrity, are considered. It is emphasized that a teacher with a high level of professional self-awareness not only transmits knowledge but also forms the moral guidelines of students, creating an ethical academic environment. The importance of emotional intelligence in improving pedagogical ethics is substantiated. It is proved that emotional intelligence, by implementing such areas of moral pedagogical activity as self-control, honest and responsible interaction, formation of motivation to learn, and creation of a morally safe educational space, contributes to the effective implementation of high ethical standards in pedagogical activity. The study analyzes in detail the content and practical significance of the advanced training courses “Pedagogical Excellence and Quality Assurance of the Educational Process” organized at the Central Ukrainian National Technical University. The strategy for the development and improvement of pedagogical ethics of a university teacher is presented, which is based on the improvement of moral and ethical standards and personal growth of the teacher, on the principles of academic integrity, adaptation to the digital transformation of education, which ensures the creation of a favorable communication environment and support for the professional development of higher education teachers.

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