Abstract:

The problem of the research is the ambiguous understanding of confidence as a property of personality and its connection with the successful results of professional activity.

The methodological basis of the study is the principles of a systematic and holistic approach to the study of personality (B.G. Ananiev, K.A. Abulkhanova-Slavskaya, V.G. Aseev), the concept of multidimensional-functional organization of individuality (А.I. Krupnov), research in the field of personal confidence (А. Salter, A. Bandura, V.G. Romek). Based on the analysis of the works, we came to the conclusion that confidence includes such components as cognitive, personal, behavioral and emotional. The personal component can be represented by a high level of self-esteem and self-respect of the individual (A.M. Prihojan, E.A. Serebryakova). Self-esteem is an indicator of the extent to which a person considers himself capable and successful in performing any activity. The cognitive component reflects the level of a person's confidence in his / her own efficiency and success in activity (V. G. Romek). The emotional component of confidence characterizes a person's courage in social contacts and interactions. It involves the ability to manage their own decisions. The behavioral component provides external implementation of the behavioral aspect of self-confidence and self-confidence. An example of this kind of implementation can be a person's initiative, which is manifested in the framework of interpersonal interaction. Based on the above, we can conclude that confidence is a complex characteristic of the individual. Therefore, our task was to study the relationship of confidence and success of professional activities of teachers.

145 teachers-teachers of RUDN University took part in research. The following methods were used: "Blank test – Confidence (A.I. Krupnov); diagnostics of satisfaction of basic needs (V.V. Skvortsov); Express diagnostics of personal competitiveness. Methods of descriptive statistics, Mann-Whitney U-test, Shapiro-Wilk W-test, and Spearman rank correlation analysis were used for data processing.
After conducting a study, we can say that the presence of a certain level of confidence affects the success of the activity. The connection between confidence and success of teachers was found. This means that, as a rule, successful teachers are those teachers who direct their confidence to achieve their goals. And very often now the main goal is material well-being. There was also a negative relationship between confidence awareness and the "need for recognition". This means that subjects with a higher level of need for recognition do not always have the depth and accuracy to know the properties and characteristics of a question. For successful teachers with a higher level of need for recognition is not characterized by anxiety and other negative emotions in the manifestation of confident behavior.

Confidence plays a leading role in the successful performance of professional activities. We must understand that modern man must be confident in his actions, and then the result of his work will be full.

Keywords:

Confidence, success, professional activity, teacher.