Self-management as a mechanism of stimulating individual selfrealization of modern educator

Abstract

The article summarizes approaches to interpreting the concept of “self-management” (as a technology of activity; as self-management to achieve a certain purpose; as an activity aimed at the efficient use of time; as an activity aimed at the efficient use of time and teamwork, and as an activity, success), which helped formulate the author’s vision for this category. The advantages of self-management and problems of its implementation in the practice of pedagogical activity are determined. The main reasons for the emergence of self-management are outlined. The reasons why self-management occupies such a special place in the educational paradigm, social and humanitarian knowledge are substantiated. Special techniques have been identified to help effectively and efficiently plan activities and decide on the priority of tasks and cases. It is proved that the high efficiency of the teacher’s professional activity is conditioned primarily by the adequacy of the means used by him in the process of solving specific professional tasks of the means of self-organization and self-regulation of self as a specialist. The article discusses recommendations on practical ways to improve the business qualities of teachers and the so-called “concept of limitations” - factors that impede the full realization of all the possibilities of teacher’s pedagogical activity or managerial activity.