The main point of the article is that among the factors that contribute to the social success of students, the developed social competence (SC) and ability of primary school teachers to reflect are extremely important. The process of development of the reflexive component of social competence of elementary school teacher in the postgraduate process is defined as the object. According to the hypothesis of the work, its development can become a multifaceted process, an integral part of effective professional training, with appropriate willingness of teachers, their involvement in practice-oriented activities to solve vital social problems and the implementation of socially significant projects; pedagogical support of teachers on diagnostic basis. Theoretical studies of definitions of social competence have made it possible to distinguish among its various approaches its reflective component. In view of the lack of a single universally recognized toolkit, the content, criteria, indicators and levels of the phenomenon under consideration are determined on the basis of the theory and methodology of different fields of general pedagogy, vocational education. To analyze and evaluate the reflexive component, the methods of introspection and self-assessment were selected and the author's method "Self-assessment of teachers' readiness to increase their social competence" was created. In accordance to the hypothesis and developed concepts of the model of activity, a system of integrated sustainable development of social competence for primary school teachers was created. Comparisons of initial and final results showed their greatest positive dynamics in the experimental group, whereas in the control group there was only a tendency to improve it (the results were tested for reliability by means of mean, paired comparisons, correlation analysis (student t-test)). The developed system has provided continuous, detailed, multi-level methodological and social support for teachers during the course and intercourse periods for five years. It helped them to carry out a socially oriented professional activity on the students' social competence formation, their values, motivation and behavior.

The article substantiates that in the context of organizing the independent cognitive activity of teachers in the post-Soviet space, the process of improving their qualifications, which takes place on the basis of their free choice of forms of education, programs and educational institutions, is of particular importance. At the heart of this choice, decision-making on independent cognitive activity and emotional-motivational resource are not only external stimuli, but also neurophysiological and psychological mechanisms. The purpose of the study is a scientific substantiation of the necessary and sufficient psychological and pedagogical conditions and models of organization of independent cognitive activity of teachers of secondary schools in the process of competence development. The analysis of the experimental data showed a noticeable difference between samples B3 and B4 at the end of the experiment for each of the defined criteria, as well as for the general indicator of the organizing of independent cognitive activity. The results obtained during the pedagogical experiment proved that the organizing of independent cognitive activity of teachers on the basis of the author's model helped to increase the effectiveness of this activity. During the discussion, it was proved that an important component of a person's professional training for any activity, especially in educational, is the development of neurophysiological and psychological potential for subjective self-determination of self-learning, self-improvement, and in micro-development - for independent choice and decision-making in a situation of cognitive or activity-related uncertainty. Therefore, decision-making is a basic component of any constructive activity.