Introduction. In modern Russian society, the requirements for the general level of the school educational process have resulted not only from the demands related to the content of educational programmes, but also from sufficiently high requirements for a teacher personality. A modern teacher has to build up a holistic and harmonious image, ranging from stylish and modern appearance to a high level of professionalism. The image of a teacher directly or indirectly influences the effectiveness of the mutual action of the members of education. Therefore, the reflection of various aspects, which form the image of the teacher in order to correct it in accordance with the existing school realities, is a relevant direction of psychological research.The aim of the present research is to identify the most significant and preferred characteristics of the image of a modern teacher in the perceptions of high school students.Methodology and research methods. The methodological framework of the research is based on psychosemiotic approaches in social psychology: the concept of modern psychosemiotics of communication by E. A. Petrova and theoretical positions of objective and subjective psychosemantics by E. Yu. Artemyeva, V. F. Petrenko and A. G. Shmelev. The selection of psychodiagnostic methods was based on three-factor models of imageological space organisation. The perceptions of high school students about such characteristics of the image as the appearance of the “ideal” and “bad” teacher were studied using a projective technique. The method of free semantic survey, supplemented by the method of “Factor Space of the Teacher Image” by E. A. Petrova, was used to study personal, professional and communicative features. Such method allowed the authors to structure the students’ ideas about the image of the teacher by categories related to personal characteristics: attitude to own profession, attitude to students and educational activities. The images of teachers of different types were created through the psychosemantic technique developed by D. Peabody in A. G. Shmelev’s adaptation. The non-parametric criterion of differences – Mann-Whitney U-test was employed to identify the differences in high school students’ ideas about the image of the modern “ideal” teacher depending on gender.Results and scientific novelty. It was established that the attitude of high school students to the teacher mostly depends on teacher’s professional and personal qualities. School students especially highlighted the following aspects: the high level of mastery over the subject taught; teachers’ ability to interest students in educational material; cooperation with students and objective assessment of their knowledge. Significant positive personality characteristics included the ability to interact constructively and kindly with each student, as well as the high level of activity and positive energy of the teacher. The students think that a teacher’s appearance does not play a determining role. However, the respondents noted that it is important for them that the teacher prefers the business style of clothing and looks modern and neat.Practical significance. The research results can be applied in the practice of school psychological service and in coaching activities in order to inform the teaching staff and interested teachers about the role of image when building effective interactions in the system “teacher-student”.

Abstract. The article examines the impact of socio-cultural needs on the formation of national identity of youth. The article presents the results of the study of socio-cultural needs characterizing national citizenship of the Russian youth: the need for preserving the traditions of society, its institutions and values; to follow the norms of morality; belonging to the country and their citizenship, language and traditions; acceptance; to protect the interests of the country and its people; feeling pride for the country; to have freedom of religion; to follow the traditions and norms of the society; to serve for the good of their homeland; for maintaining the familiar way of life; for idealism; for readiness to sacrifice oneself for the sake of others. The authors have concluded that national identity of the Russian youth is formed through awareness of uniting values, that are associated with patriotism, spiritual dimensions of culture, and the formation of personal identity. The content of civil-national identity has been revealed. It includes needs in conservation of society traditions, their institutes and values; in following moral standards; in belonging to the country and citizenship, language and traditions; in protection of the motherland and nation interests; in the necessity to be proud of the one's country.

The pandemic has created a push for changes in education and technology that are driving progress in all areas of instruction. This impetus is forcing all stakeholders to address the transformation of traditional education into online education. This change in the education system requires students and teachers to train new competencies, knowledge, skills, and abilities. In this context, this paper aimed to determine the psychophysiological strain of university students in relation to distance learning during the pandemic COVID-19. For this aim, quantitative data collection was conducted in this research. The results indicated that the distance learning format increased neuropsychic strain, decreased mood, activity, and wellbeing, and increased situational anxiety in college students. Based on the obtained results, social pedagogical educational technologies were developed, and hybridity, interactivity, multiformat, and feedback were identified as the main factors for their success. Pedagogical implications for teaching in higher education are presented.

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Today, the psychological science and practice face the task of singling out and systematizing the social risk factors, emerging either at the level of society in general and its specific subsystems (an organization, a working group) or at the level of an individual person in terms of his behavior and lifestyle. Security of a socio-professional group presents as such a condition of social work environment that does not disturb the psychological prerequisites of integrity of the subjects of labor, their adaptability and development. This research aims to substantiate the indicators of psychological security of the staff.The object of the study is a socio-professional group of educational organizations. The authors single out the following psychological indicators of security of a socio-professional group: managerial competence of the executive body; optimum psychological climate; corporate identity, referential significance of professional environment and positive group motivation. The study showed credibly correlative connections between the style of management in an educational establishment (democratic or authoritarian), psychological atmosphere and collective motivation. The study showed that in an educational establishment with a democratic style of management, the employees feel more psychologically secure as compared with employees at an establishment, run in an authoritarian fashion.A tough position of a leader causes the employees' anxiety, which renders the psychological atmosphere unfavorable. In conditions of authoritarian management, the employees share the values and motives of their group less compared to the employees operating in a democratic atmosphere.