Role of self-organization and self-regulation in the organizational culture of teachers of modern educational institutions

modern policy in the field of education and upbringing pays great attention to ensuring a high level of work and educational activities, the foundation of which is the self-regulation and self-organization of each teacher. The socio-emotional competence of the teaching staff has a direct impact on the effectiveness of the educational process, the work of colleagues and the creation of a work- and learning-friendly environment in an educational institution. Consequently, the hierarchical set of educational activities is based on an organizational culture that promotes the control and coordination of teams, as well as their integration into a single value system, the mechanism of which functions clearly and harmoniously not only in compliance with job descriptions, certain norms and recommendations, but also if teachers have skills in self-organization and self-regulation. The quality of management, professional experience and maturity of the team are closely correlated with the organizational culture of the institution, as compliance with the latter contributes to the formation of beliefs, principles and priorities of teachers and students. Based on the results of the research, the following conclusions were formulated: the existing types of cultures are chosen depending on the mentality of the people, where it is incorporated – in Russian realities, the synthesis of cultures of the organization is most relevant, in which the "role-playing" is dominant.

self-regulation, self-organization, organizational culture, educational institution, teacher, Harrison's typology, role culture