The article is devoted to the study of the relationship between teacher’s locus of control and the demonstration of students’ indirect aggression to the teachers. The study involved 5 189 teachers living in nine regions of Russia. The results showed significant negative correlations between the teachers’ level of locus of control and their experience of encountering indirect aggression from students. Regression analysis showed that teachers’ locus of control can predict their encounter with indirect student aggression. An assessment of the predictive power of different locus of control subscales in relation to types of indirect aggression showed that the most significant predictor was the index of general internality.

Russian teachers experience a large amount of stress which often results in the reduction of their work engagement and causes burnout. The issue of preventing professional deformation of a teacher is substantial for science as well as for practice. Tackling this problem requires identifying factors related to burnout. The goal of this study is to examine a number of factors related to teacher burnout using a mixed design of qualitative and quantitative methods. As a result of the study, the following factors were identified: personal, organizational and geopolitical factors.

The problem of teacher burnout is one of the most pressing issues for the Russian educational system, as it leads to a decrease in educational outcomes as well as teacher turnover. To tackle this problem, it is important to understand the factors that contribute to the development of this syndrome. The theoretical framework, methodology, and results of the qualitative research were described in the first part of the article (in the previous issue). In the second part the methodology of the quantitative research is described, and the obtained results are presented.

The article presents some results of research aimed at studying transformations in the design component of teacher’s professional activity within the framework of flipped classroom and station rotation models of blended learning as well as correlating the identified transformations with students’ learning motivation. This paper focuses on the key changes in the educational process caused by the use of the indicated blended learning models and students’ attitude toward them. The author has found a positive effect on students’ learning motivation within flipped classroom and station rotation models.

The article presents an analytical review of modern domestic and foreign studies on the problem of interaction between intellectually gifted children and their teachers in the school education context. The negative impact of stereotyping teachers’ ideas about the emotional-personal and social characteristics of gifted children is shown not only on the identification and realization of their potential, but on the development of personality. The key role of the teacher’s personal and professional development in organizing and regulating the interaction of participants in the educational process in the classroom is substantiated on the basis of scientific knowledge and concepts.

The article compares the strengths of the personality depending on the levels of teaching, and its purpose is the theoretical and empirical consideration of the representation of the various strengths of the personality among teachers of certain levels of education. The study involved teachers from 4 federal districts of the Russian Federation. The sample of respondents was 7 946 teachers. The teaching levels were divided into primary and basic, within the groups, subgroups of prosperous and disadvantaged were identified. Significant differences in the severity of the strengths of the personality of teachers at different levels of teaching were revealed. The possibility of using a “predictive model of psychological well-being in professional activity” was confirmed.

The article discusses the process of training teachers of technology in an electronic educational environment, taking into account the interaction of physical laws with technological laws in a system of productive forces based on the principles of systemic thinking.

In the theoretical and empirical study, a complex of resource-prognostic components of the teacher’s personality is identified: reflexive design, constructive coping, emotional and value involvement, which determine the analysis, forecast and actualization of the teacher’s resource capabilities in response to the challenges and risks of the future. It is proved that resource-predictive constructs are the main factors determining the high level of personal and professional development of a teacher as a subject of creating a favorable educational environment for students of the future.

The article deals with the actual problem of domestic pedagogical education — the problem of formation of future specialists’ desire for self-organization in professional pedagogical activity. The significance of the problem chosen by the author for the study is beyond doubt. This value is determined by the modern socio-cultural realities of Russia. The article presents a deep, from a scientific point of view, valuable analysis of substantive issues within the framework of the consideration of the central concepts of the problem field. In general, the article has a strong theoretical, applied and practicalmeaning.

The issue of professional training of a future primary school teacher to interact with parents in modern conditions of social and economic life is becoming extremely relevant. An important area of professional training of future primary school teachers is precisely interaction with the family, which is the first institution of socialization of the individual. In this regard, there is a need to improve the theoretical and practical training of a student who can independently, creatively solve problems of interaction with parents. The education system today needs structural, substantive and technological changes. The article describes the process of introducing the system of formation of professional readiness of the future primary school teacher for social-pedagogical interaction with the family in the educational process of preparing students in the direction 44.03.01 “Pedagogical education. Primary education”. The purpose of the article is to reveal aspects of the dynamism of professional training, the organization of the educational process of students (future primary school teachers), the features of the formation of professional readiness for social-pedagogical interaction with the family at the university, which is the result of this training.