COMFORTABLE ENVIRONMENT AS A FACTOR IN THE DEVELOPMENT OF TARGET ATTITUDE OF A TEACHER IN THE FORMATION OF A SYSTEM OF POSITIVE RELATIONS

Abstract

In the course of the article, the authors examine the possibilities of creating a comfortable environment as one of the main factors; it is one of the rational ways to develop teachers' targeted attitudes for establishing a system of positive relationships in an inclusive educational environment. The main goal of the scientific research is to create a comfortable educational environment and to study its impact on the formation of a system of positive relationships through the development of purposeful attitudes among teachers. In the course of the research, the authors conducted a theoretical analysis of what a comfortable environment is, its main aspects and possibilities, the factors influencing the formation of a system of positive relationships, and the opportunities for the development of educators' targeted attitudes. The comfortable environment has been examined in the context of creating an inclusive educational setting, and a comparative analysis of the opportunities for the development of educators' targeted goals in the educational environment has been conducted. In their research, the authors demonstrated how a comfortable environment influences a teacher's professional development by enhancing both internal and external motivation and fostering necessary relationships among students. The importance of a comfortable environment for enhancing a teacher's confidence in their abilities, as well as strengthening their professional knowledge and skills for future development, has been highlighted. The factors for creating a comfortable environment are based on the effect of establishing a trustful atmosphere and methods of collaboration between teachers and students. Furthermore, the authors analyzed the direct influence of goal settings (emotional resilience, relationship building, and the focus on creating a psychologically comfortable atmosphere) that are consistently established by the teacher, in turn, on the creation of positive relationships within the group. The practical nature of the research is justified by the results obtained from school directors; the findings from the study could serve as a foundation for implementing effective changes at the school level in the future. The online platform Google, the SACERS scale, and The Teacher Efficacy for Inclusive Practices were used to process the research results. (TEIP).

As a result of the research, the authors found that creating an inclusive and comfortable environment is not only an indicator of the level of personal and professional development of educators but also a means of fostering a positive atmosphere in that environment and positive relationships among learners. This, in turn, is a key factor in organizing a quality educational process and an effective means of creating a comfortable environment for everyone.