European International Journal of Pedagogics
121
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
121-124
DOI
OPEN ACCESS
SUBMITED
30 October 2024
ACCEPTED
30 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Professional Health of
Teachers as A Key Factor
in The Development of
Modern Education
Kamolova Azimaxon
Teacher (Independent Researcher) at Department of Pedagogy and
Psychology of Namangan State Pedagogical Institute, Uzbekistan
Abstract:
The article addresses the tasks of modernizing
education and the necessity to improve the system of
professional development and retraining for future
specialists studying in higher educational institutions. It
focuses on preserving and developing the professional
and personal health of educators, taking into account
the shortcomings and insufficient development in this
area, and the need to develop appropriate technologies
for this purpose. We have outlined measures to
effectively organize the educational process, including
the implementation of various practical activities within
the framework of scientifically based principles,
technologies, and monitoring of professional and
personal health indicators. These measures aim to
improve the professional and personal well-being of
teachers in the educational process of higher education
institutions.
Keywords:
Health, pedagogical skills, education and
upbringing, health culture, profession, modernization,
professional activity, stress, technology, qualifications,
learning processes, development.
Introduction:
The role of teachers in society and their
value-based approaches to educating the younger
generation have become one of the most pressing
issues in today’s education system. The state is paying
increased attention to preserving the health of teachers
working in public educational institutions, leading to the
introduction of the concept of "health-preserving
education culture" into scientific discourse. This concept
explains the close relationship between children’s
health and the health-preserving culture of teaching.
However, in this article, we will focus specifically on the
professional and personal health of teachers, which
European International Journal of Pedagogics
122
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
forms the basis of somatic well-being and is essential
for ensuring effective pedagogical activity.
Literature Review
The professional and personal health of teachers has
been explored in the research of L.M. Mitina and O.A.
Anisimov. Their studies emphasize that a teacher’s
ability to fully utilize and develop their potential in
professional pedagogical activities depends on
maintaining an optimal state of physical, mental, and
personal well-being.
According to their findings, professional health is
defined as a holistic, multidimensional state that
enables an individual to effectively carry out their
teaching profession. This includes a set of physical,
mental, and personal qualities that contribute to a high
level of mobility and professional mastery, allowing
teachers to sustain their competence and performance
over an extended period.
Thus, the preservation and enhancement of teachers'
professional health is not only a matter of individual
well-being but also a crucial factor in the development
of modern education.
Defining the Research Scope
In this study, we aim to outline the professional and
personal health of teachers, set key objectives, and
examine the dynamics of addressing social interaction
and self-regulation challenges.
In our view, a teacher’s professional and personal
health is a complex characteristic of an individual that
is shaped by moral and ethical development. This
includes:
•
Self-regulation and self-management skills
•
Understanding the meaning of life and
professional activity
•
Effective interaction and communication
•
Interpersonal understanding
•
The ability to provide mutual support
The effectiveness of educational modernization in
terms of improving students' health is largely
dependent on the professional and personal qualities
of modern teachers. A teacher’s attitude towards their
own health, their commitment to a healthy lifestyle,
and their awareness of methods for restoring and
maintaining well-being play a crucial role in developing
students' health-conscious behaviors.
When teachers lack health literacy, they are less likely
to adopt healthy lifestyle practices or implement health-
preserving technologies in the learning process. As a
result, the impact of these issues on students remains
minimal. This underscores the growing relevance of
professional and personal health in modern pedagogy.
Methodological Foundations
On August 1, 2023, the Legislative Chamber of the
Republic of Uzbekistan adopted the Law on the Status
of Teachers, which was later approved by the Senate on
September 29, 2023. This law introduced significant
changes related to teachers’ rights, professional
opportunities, and working conditions.
Notably, the initial draft of this law was proposed in
November 2020, but several key recommendations
were omitted from the final version passed on May 2,
2023. The latest amendments include:
•
Reduction of the retirement age for teachers by
five years, allowing early retirement with benefits
•
Monthly salary bonuses for long-term service in
the education sector
Proffesional and
Personal health of
teacher
Desire of self-
understanding
Personal
characteristics
Maintaining High
work efficiency and
Psycho Emotional
Balance
Development of
professional
qualities
Creative Approach
to professional
activity
European International Journal of Pedagogics
123
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
•
Admission of experienced teachers (with at
least five years of experience but no higher education)
to pedagogical programs in universities (distance,
evening, and part-time formats) without entrance
exams, based on interviews
Additionally,
efforts
to
enhance
teachers’
qualifications and retraining programs have led to the
introduction
of
new
professional
education
institutions aimed at promoting health-conscious
learning processes. This initiative involves:
•
A comprehensive study of conditions
necessary
for
developing
health-preserving
educational models
•
Application of psychological and pedagogical
research findings to enhance teachers' professional
and personal health
•
Implementation of a didactic model focused
on teachers' well-being
The key components of this model include:
1.
Health-preserving principles
2.
A pedagogical technology system aimed at
improving teachers' professional and personal health
3.
A set of professional competencies defining a
teacher’s ability to maintain their own health
By integrating these principles, the modern education
system can ensure that teachers not only maintain
their well-being but also contribute to the health-
conscious development of future generations.
RESULTS
Scientific research practice demonstrates that there
are numerous contradictions in this field. Among them,
special attention is given to the following areas:
•
The necessity of preserving and developing the
professional and personal health of a modern
educator, while the existing system of theoretical,
methodological, and technological foundations does
not allow for meeting this need during professional
development;
•
The need to improve the modernization of
education, considering the shortcomings in the system
of professional development and retraining of future
specialists studying in higher education institutions in
the field of maintaining and developing the
professional and personal health of educators, as well
as their insufficient development, and the necessity of
developing appropriate technologies for this purpose;
•
The formation and development of motivation
among educators for health-preserving behavior,
healthy lifestyle skills, and overcoming traditional
approaches and established stereotypes in teacher
training,
which
represent
significant
didactic
opportunities in the process of professional
development of pedagogical staff in higher education
institutions.
The existing experience highlights the narrow scope and
low effectiveness of the measures taken in practice to
eliminate the identified and other contradictions. These
measures are implemented without considering the role
and potential resources of professional development
and retraining institutes in improving the competence
of specialists studying in higher education in the process
of enhancing educators' professional and personal
health and maintaining their well-being.
All of these aspects underscore the need to pay special
attention to measures aimed at improving educators'
professional and personal health within the framework
of professional development in postgraduate education
institutions, given the modern conditions characterized
by the deterioration of teachers' health and the decline
in the prestige of the teaching profession.
From the perspective of preserving and strengthening
educators' health, an examination of the scientific
development of the problem concerning the
improvement of the professional development and
retraining system for teaching staff revealed that
philosophers, teachers, psychologists, and other
scholars have not given it sufficient attention. Although
many contemporary researchers (N.P. Abaskalova, N.A.
Aminov, O.A. Anisimova, M.M. Bezrukikh, L.P.
Vashlaeva, E.N. Dzyatkovskaya, N.N. Malyarchuk, L.M.
Mitina, T.S. Panina, N.K.A. Smirnov, and others)
recognize the relevance of this issue, it remains
significantly underexplored.
In pedagogical science, the issue of improving teachers'
professional and personal health in the process of
professional
development
has
not
been
comprehensively studied. Only certain aspects of this
problem have been addressed.
CONCLUSIONS
From the information presented above, it is evident that
scholars hold diverse views regarding the health of
educators. Primarily, they consider the conditions for
optimizing a specialist's professional and personal
development. At the same time, insufficient attention
has been given to ensuring adequate health-preserving
opportunities within the process of professional
development in higher education institutions. The
issues related to organizing and improving the content
of the educational process in the professional
development and retraining system from the
perspective of preserving educators' health remain
insufficiently studied.
European International Journal of Pedagogics
124
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
To meaningfully structure the educational and training
processes, it is necessary to implement various
practical measures within the academic environment
of higher education institutions, based on scientifically
grounded principles, technologies, and health-
monitoring indicators. These measures should be
aimed at enhancing the professional and personal
health of educators.
Developing competencies essential for the effective
execution of pedagogical functions is critical. This will
allow for a systematic study of the current state of the
issue concerning educators' professional and personal
health within modern science and practice.
Furthermore, it will facilitate the structuring of health-
preserving educational activities, outlining their
functions, characteristics, and mechanisms.
Significant improvements can be observed in the
training processes within professional development
institutes if these aspects are thoroughly integrated. It
will also enable the substantiation of the criteria,
levels, and effectiveness indicators for enhancing
educators' professional and personal health, as well as
their health-preserving competencies.
REFERENCES
Abaskalova, N. P. "Maktab - universitet" o'quv jarayoni
sub'ektlarining
sog'lom
turmush
tarzini
shakllantirishga tizimli yondashuv / N. P. Abaskalova. -
Novosibirsk: nashriyot uyi. NSPU, 2001.
–
316 b.
–
ISBN
5-85921-228-3.
Aizman, R.I. O'qituvchining jismoniy va ruhiy
salomatligini har tomonlama baholash metodikasi / R.I.
Aizman, N.I. Aizman, I.V. Gaber, N.O. Geryanskaya, A.V.
Lebedev, V.B. Rubanovich. - Novosibirsk: nashriyot uyi.
MChJ reklama va nashriyot kompaniyasi "Novosibirsk",
2011.
–
109 b.
Anisimova, O.A. Psixologik-pedagogik kompetentsiya
o'qituvchining kasbiy salomatligini saqlash va
mustahkamlash omili sifatida [Elektron resurs]: Dis.
Ph.D. psixolog. Fanlar: 19.00.07 .
–
M.: RGB, 2003
(Rossiya Davlat kutubxonasi to'plamlaridan)
Bezrukix, M. M. Salomatlikni saqlash maktabi / M. M.
Bezrukix. - M .: Moskva psixologik va ijtimoiy instituti,
2004.
–
240 b.
Kamolova, A. O. Q. (2023). Pedagoglik kasbi boshqa
hamma kasblarning poydevoridir. Science and
Education, 4(5), 988-992.
qizi Kamolova, A. O. (2023). Pedagoglik kasbi boshqa
hamma kasblarning poydevoridir. Science and
Education, 4(5), 988-992.
Kamolova, A. O. Q., & Husaynova, S. I. (2023). O’smirlar
o’rtasida axloqsizlikni oldini olishda pedagog
ik
faoliyatning o’ziga xos xususiyatlari. Science and
Education, 4(2), 969-972.
Kamolova, A. O. Q. (2023). Pedagoglik kasbi boshqa
hamma kasblarning poydevoridir. Science and
Education, 4(5), 988-992.
Karimov, J. J. O. G. L., & Kamalova, A. (2024). Yoshlar
o’rtasida deviant xulq
-atvor profilaktikasi. Science and
Education, 5(2), 513-519.
Камалова, А. (2021). THE IMPORTANCE OF USING
GAME TECHNOLOGY IN THE PROCESS OF EDUCATION.
Экономика и социум, (3
-2), 12-14.
Jo’Rakabirova, M. X. Q., & Kamalov
a, A. O. Q. (2024).
Amir Temur va Temuriylar davrida pedagogik fikrlar
taraqqiyoti va ta’lim tarbiya masalalarining bugungi kun
ijtimoiy faoliyatdagi ahamiyati. Science and Education,
5(3), 490-494.
https://lex.uz/docs/-678640
https://www.gazeta.uz/oz/2024/02/01/pedagog-
maqomi/
