Medical pedagogic deformation from the leadership

Annotatsiya

This study investigates the phenomenon of pedagogical professional deformation among teachers from the perspective of educational leadership and psychological support. The research focuses on how long-term professional activity and narrowly oriented pedagogical roles influence the personal and professional characteristics of teachers, often leading to typical forms of pedagogical deformation that negatively affect interpersonal relationships within the educational environment. The study was conducted at the Regional Center for Retraining and Advanced Training of Teachers at Fergana State University using the methodology “Assessment of Teacher Professional Orientation.” The analysis identified five dominant professional orientations among teachers: subject-oriented (21.83%), organizer (20.86%), supportive-motivational (20.56%), intelligent (20.41%), and communicative (16.32%). Each type demonstrates specific behavioral, cognitive, and emotional characteristics that shape pedagogical interaction. While these orientations contribute positively to educational effectiveness, excessive dominance of a single professional role leads to reduced flexibility, emotional exhaustion, communication barriers, and professional deformation. The findings highlight the importance of balanced professional development, psychological monitoring, and leadership-based support systems to prevent deformation, maintain teachers’ mental well-being, and ensure sustainable pedagogical effectiveness.

Keywords: Pedagogical deformation; teacher professional orientation; educational leadership; school psychology; professional burnout; pedagogical interaction; teacher personality; educational environment; psychological support.