| Summary: | The article examines the relevance of studying aggressive behavior in professional pedagogical activity. The analysis of theoretical approaches to the study of aggressiveness in psychological science is presented. The factors that contribute to the emergence and development of aggressive aspects of the teacher's personality are noted in connection with the complexity and multicomponent structure of pedagogical activity, which actively uses various communicative positions. The features of the formation of aggressiveness in the pedagogical environment, including communicative aggressiveness, have been revealed. The influence of social changes on the structure of educational institutions and a consistent change to the professional activity of a teacher as a profession of a socionomic type are considered. The relationship between the social status of a teacher and the occurrence of conflicts with the administration, students and their parents is investigated. The gradation of different types of aggression, manifested in both active and passive forms, and its possible consequences are presented. There is noted the desire to suppress the aggressive state of the teacher in connection with the specifics of work and social norms of behavior. Various points of view of psychodiagnostics on aggressiveness and its suppression, as well as possible destructive personality changes are considered. The need for the development of new forms of pedagogical communication for the implementation of professional activities with the possibility of resolving contradictions has been determined.
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