ВЛИЯНИЕ ТИПА ОРГАНИЗАЦИОННОЙ КУЛЬТУРЫ ОБРАЗОВАТЕЛЬНОГО УЧРЕЖДЕНИЯ НА УРОВЕНЬ ПРОФЕССИОНАЛЬНОЙ ДЕФОРМАЦИИ ПЕДАГОГОВ

The aim of presented article – identification of interrelation of certain type of organizational culture in institute of education (closed, accidental, open or synchronous) and level of development of professional deformation of personality of teachers (authoritativeness, rigidity and noncriticality of self-perception). The basis for methodology of research is sociocultural-interdeterministic dialogical approach of V. A. Yanchuk. In the course of research psychodiagnostic techniques were applied: technique of diagnostics of professional deformation of personality of teacher (V. E. Orel, S. P. Andreyev) and questionnaire of «Scale of organizational paradigms» of L. L. Konstantin. Results of research of six institutes of education (schools and gymnasiums) showed that elements of deformation have higher level of manifestation in institutes with closed type of organizational culture, revealed in three institutes, and insignificant level in two institutes with open type of culture. In institutes with prevalence of synchronous and accidental types of organizational culture significant exceeding on the level of deformation didn’t find. The greatest development of deformation of teachers is observed on elements of authoritativeness and rigidity, the smallest – on noncriticality of self-perception. Scientific novelty of material is presented for the first time applied sociocultural-interdeterministic dialogical approach to research of professional deformation of personality, that psychological interdeterminant of deformation are allocated, one of structural components of model of ecocultural educational environment – open type of organizational culture in institute of education are described. Practical significance of results consists in detection of opportunities and criteria of formation in institute of formation of ecocultural dialogical environment and its structural component for purpose of timely prevention and overcoming of professional deformation of personality of teachers, to creation of prerequisites for increase of efficiency of interaction among participants of educational process.