In the article, role competence is considered as an individual’s capability to assimilate experience obtained from his/her social roles. This developed competence ensures teachers-philologists’ effective professional functioning, because it allows them to integrate different directions and types of pedagogical activities, as well as the acquired pedagogical experience. Language teachers’ role competence should be developed because of the specifics of their professional work, which eventually leads to the rigidity of their psyche, manifested, first of all, according to I. Kolmakova, in a rigid professional-role behavior and personality deformations. In addition, the peculiarities of specialists’ social-cultural environment and preparation to professional work in universities determine the shift of emphasis from psychological-pedagogical activities to purely philological ones. This negatively affects the quality of the specialists’ professional work. In order to emphasize the equivalent role of a teacher’s and a philologist’s positions for fulfillment of professional tasks, we propose to call language teachers as teachers-philologists.
The study on the development of role competence components (role variability, flexibility, depth, the ability to role decentration) was carried out in 2019 with participation of general school teachers-philologists. The authors has analyzed its results and revealed certain trends in the respondents’ capability to assimilate role-based experience. The highest indicators for the role competence components were observed at teachers with work experience of 11 to 20 years. This gives grounds to assert that the peculiarities of teachers-philologists’ professional work in general influence positively on the role competence components. At the same time, the indicators of role competence components of teachers-philologists having more than 20 years of work experience were lower; the examined indicators shown by teachers-philologists with 11 -20 years of working experience were rather low in comparison with specialists in other specialties; so we have concluded that this ability is not formed spontaneously only due to the peculiarities of professional work. Thus, it is necessary to organize purposeful and systematic efforts in order to develop role competence.
We believe that an effective means for role competence development will be a special program that includes training sessions aimed at researching of specialists’ role repertoire and its development and improvement.
The performed research analysis has suggested that role competence development is negatively affected by professional burnout and existing role conflicts. However, this assumption requires additional research, which we plan to carry out in the future.
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