Professional readiness of teachers to prevente deviant behavior in students: structural and content analysis

the article is devoted to a comprehensive study of teachers' professional readiness to prevent deviant behavior among students in the context of the modern digital reality. Particular attention is paid to the analysis of disproportions in the structure of teachers' professional readiness and the development of measures to overcome the identified deficiencies. The objective of the study is to conduct a structural and substantive analysis of the professional readiness of teaching staff to implement preventive activities with adolescents demonstrating deviant behavior, to develop and test criteria for assessing the level of professional competence of teachers. Methods. The following methodological tools were used in the course of the research: at the theoretical level – analysis of scientific sources on the research problem, generalization and structuring of various approaches to the interpretation of deviations in adolescent behavior and prevention in the general educational environment; at the empirical level – questionnaires (the author’s questionnaire “Assessment of professional readiness for the prevention of deviant behavior”); statistical methods (content analysis, calculation of percentages and average values); interpretive method. Results. A professional readiness framework was developed, including motivational-value, cognitive, activity-practical, reflective-evaluative criteria, and digital literacy. A tiered model for their development was proposed. Conclusions. The study results demonstrate the need to improve the teacher training system with an emphasis on developing IT competencies and practice-oriented preventative skills in the context of the digital transformation of education.

professional readiness, deviant behavior, prevention, structural components, pedagogical activity