Objectives: The article addresses the problem of the interaction between the teacher and an inclusive educational environment in the context of the environment impact on the professional and the teacher's personal development. The author(s) have shown the predominance of subjective difficulties in interacting with an inclusive educational environment; the educators' need for support and searching for resources for the effective implementation of inclusive education. Materials: The article also contains the results of an empirical study on a sample of teachers of general education institutions (n = 118) with the use of diagnostic tools: the author's interview "Identifying the characteristics of the teacher's work in the context of the implementation of inclusive education", "Hardiness test", the technique of "job satisfaction". Results: The results of the study made it possible to establish the interrelationships between hardiness and work satisfaction and teachers' relations in professional circles, which makes it possible to consider hardiness as a teacher's significant resource for adapting to an inclusive educational environment. Conclusions: The revealed interrelationships between hardiness and job satisfaction serve as the foundation to work out mechanisms and methods of psychological assistance in the teacher's effective adaptation in the process of overcoming difficulties in professional activity. The data obtained during the study establishes the basis for designing development programs and professional career counseling for teachers.

The paper is devoted to the problem of pedagogical management of the quality of training for physical education specialists in higher education: the authors have determined theoretical and methodological foundations of the problem, a conceptual model and pedagogical conditions for its implementation have been presented. The authors of the paper have proved that professional expectations are a construct that anticipates actions aimed at building professional competence, but at the same time it is a product of the processes of mastering the education content. The expectation approach suggests considering the pedagogical management of the quality of training for specialists in physical education at a pedagogical university as a process of changing and shaping professional expectations of the subject of the educational process. In our study, the expectation approach is based on the conceptual ideas of the axiological, competence, and integrative constituent elements. The identified axiological, competence, and integrative constituent elements of the expectation approach determine the multilevel and hierarchical nature of the theoretical and methodological fundamentals of pedagogical management of the quality of training for physical education specialists including the general scientific, concrete scientific, methodological and technological levels of the methodology.

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