Doctor of Philosophy, Ph. D Tetiana Mykolayivna Kolodko

Ukraine, Kyiv, Taras Shevchenko National University of Kyiv



This article investigated the role of English language teachers’ professional development and managing a success in the process of teaching. We came to a conclusion that there is a significant relationship between teachers’ self-organization and their teaching professionally. Among the components of self-organization, intrinsic interest, goal orientation, subjectivity, and emotional control have the highest correlations with teaching tactics and effectiveness. Based on the findings of the present study teacher educators are recommended to incorporate self-regulated learning strategies to teacher training. The present study may also highlight the contributing roles of intrinsic and emotional factors in teaching effectively. Teachers, most of the time, concentrate on the theoretical aspects of language teaching and study them as much as possible. However, in practice, teachers start thinking that they will have to keep a number of people together in the same place. These are often the students who come from different backgrounds and whose expectations differ. In this case, it becomes more and more difficult to appeal to every individual in class. Therefore, as teachers we should initially be trained on how to manage our classrooms and how to provide the necessary environment to put into practice the things we have learned to teach a language. Obviously, we need management development as well as the language individual teaching skills and effective strategies. 

Keywords: English language teachers, goal orientation, professional subjectivity, classroom management, efficacy, success.


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