Diagnostics of professional challenges of teachers is an important issue for advanced professional training. Current and potential educational needs of modern teachers can only be met through a comprehensive diagnostics of their professional challenges. At the same time, the results of self-analysis and self-diagnostics do not provide comprehensive information for designing a customized training strategy and advanced training programs. The system of current and potential educational needs of teachers is based on the results of selfdiagnostics, self-analysis and reflection, peer review, professional examination, and analysis of legal, scientific and pedagogical sources and socio-cultural context. The identified educational needs of teachers determine the content and structure of a customized educational strategy, are transformed into educational objectives and determine the content of the advanced training programs providing for a continuous education of teachers.

The dynamically changing modern world brings various professional and everyday difficulties. Educators, who per-form a noble and socially important mission of preparing the younger generation for adult life, deserve special attention as they experience professional stagnation and emotional burnout. The theoretical analysis of literature source and the results of empirical studies suggest that the determinants of subjective experience in coping with difficult life situations, stress, and risks of change, are social and life experience, traditions, factors of the socio-cultural environment, and personal psychophysiological characteristics. At the same time, the effectiveness of the techniques that people use to cope with difficulties can obviously be different. The methodological approach in the article substantiates the resource approach. The article theoretically substantiates and empirically verifies the protective-adaptive process of teachers’ coping with difficulties. It was found that there are four stages of responding to difficulties as part of the protective and coping strategy. It was experimentally proved that teachers demonstrate a reduced level of resilience and tolerance to uncertainty, which is characterized as an insufficient degree of resource provision; that most often teachers turn to social support, to their own strengths and knowledge, and to work as the means of psychological and coping protection; that most teachers are not ready to accept risk, change, and self-change; and at the same time, they demonstrate a rather high level of emotional burnout, a critically high level of stress, and reduced performance. To preserve the health of teachers as a professional group and to enhance their life resources and vitality, it is necessary to understand the mechanisms of coping behaviour, to train teachers to accept changes, and to develop a repertoire of coping strategies and conscious coping behaviour based on the resource approach.

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Our paper presents the results of a study of leadership in school leaders. Intensive social changes have activated the subject-activity principle in all spheres of professional and everyday human life, which actualizes the problem of studying the phenomenon of leadership. In the context of social transformations, the leadership phenomenon becomes socially relevant, which determines the search for new approaches to its scientific understanding. The paper was addressed to the personal and professional qualities of leaders of educational organizations. It provides and interprets diagnostic data on the degree of readiness of school leaders to change, potential and real risks, strategic and operational responses to changes, and emotional stability. The experiment was attended by principals of different age categories of the Tyumen and Omsk regions. Our results demonstrated that the role of a leader in a changing world is on the rise with the changes impacting on the development of leadership qualities.

In the modern educational space of all regions of the Russia Federation, there is, firstly, a shortage of teaching staff, secondly, the short period of work of young teachers at school, and thirdly, a decrease in interest in the teaching profession among applicants. Managers of all levels from school to federal, scientists, politicians are thinking about alarming statistics. In search of a solution to this problem, an attempt has been made to scientifically comprehend the phenomenon of professional and pedagogical orientation as a personal quality that determines successful professional activity. The purpose of this publication is to actualize the problem of professional and pedagogical orientation among students of pedagogical universities, namely: clarifying the content of this concept, identifying the main psychological mechanisms, determinants, factors and conditions for the formation and development of this personal quality. The paper also attempts to empirically prove the dynamics of the development of professional and pedagogical orientation among students of the pedagogical University and the search for possible pedagogical conditions and means for managing and purposefully influencing the development of this quality during the period of students' education. Both qualitative and quantitative methods were used in the study: content analysis of informational and journalistic materials; qualitative and semantic analysis of essays; testing, questionnaire, survey, conversation. The results obtained confirm the fears of politicians and education managers: not all graduates really plan to devote their lives to the profession of a teacher after graduation. Moreover, the results obtained confirm the dynamic nature of the professional and pedagogical orientation; its determination depends on the variability of the motives of professional choice, the image of the profession, personal experience. The article offers the main pedagogical conditions and means for the development of professional and pedagogical orientation of students, the analysis and development of which can become the tasks of further research.