The paper is devoted to the issue of increasing the readiness of teachers of educational organizations to ensure the process of forming the skills of voli-tional self-regulation of orphans and children left without parental care. The components of teachers’ readiness to ensure the process of formation of stu-dents’ volitional self-regulation skills are deter-mined. A diagnostic toolkit for assessing the readi-ness of teachers to ensure the process of forming the skills of volitional self-regulation of orphans and children left without parental care is proposed. It is revealed that specialists of institutions for orphans and children left without parental care have different levels of readiness to effectively carry out the pro-cess of formation of volitional self-regulation skills in students. To solve the identified problem, a phased work was implemented with teachers of in-stitutions for orphans and children left without pa-rental care. It is proved that the step-by-step work with teachers provides an increase in the level of all components of their readiness to ensure the pro-cess of formation of students’ volitional self-regulation skills.

The article introduces a new model for developing volitional self-direction skills in students of orphanage schools. The research objective was to identify and describe the components of this model. The paper explains the essence of the self-direction process and the specifics of self-direction development in adolescents. The problem of developing self-direction in orphans still remains understudied. The authors proved that volitional self-direction skills develop in orphans in the environment where they live and study. They defined the concept of developing volitional self-direction skills in orphanages as a continuous, purposeful, and controlled interaction between teachers and students, aimed at developing a system of knowledge and ideas about the volitional regulation of students’ activities, as well as acceptable ways of reacting and behavioral patterns in various situations. The paper describes criteria, indicators, recommendations for assessment, and organizational conditions.