DEVELOPMENT OF PEDAGOGICAL HEALTH OF HIGHER EDUCATION TEACHERS BASED ON A REFLECTIVE APPROACH

This article examines the problem of developing the pedagogical health of higher education teachers through a reflective approach. Experimental research was conducted with the participation of university professors and teachers. During the study, the level of pedagogical health development was analyzed through reflective trainings, stress-management technologies, and methods of pedagogical reflection. The findings revealed that the reflective approach significantly enhanced teachers’ emotional stability, professional motivation, and communicative competence. Within the framework of the research, diagnostic criteria based on the motivational, reflective, emotional, and communicative components of pedagogical health were developed, and the dynamics of their development were comparatively analyzed. The experimental results demonstrated that the level of pedagogical health in the groups where reflective technologies were implemented increased considerably, whereas the indicators of emotional burnout and professional stress decreased. In addition, teachers showed noticeable improvements in self-analysis, reflective evaluation of pedagogical situations, and constructive organization of professional activities. The article substantiates that creating a healthy pedagogical environment, improving psychological support systems, organizing reflective trainings, and ensuring continuous professional development are essential pedagogical conditions for strengthening pedagogical health. The findings indicate that the broad implementation of pedagogical technologies based on a reflective approach in higher education institutions contributes to reinforcing teachers’ professional stability and enhancing the overall quality of education.