<![CDATA[This qualitative study, based on a systematic literature review, aims to formulate the servomechanism paradigm as a psychological approach to shaping teachers’ personalities, while also analyzing its application in schools. This step was taken to address the issue of the many educators who still struggle to build a mature and authoritative professional personality. By dissecting verified journal data through a descriptive-analytical approach, the study concludes that the servomechanism approach conceptualizes a teacher’s personality as an adaptive dynamic system. This system operates through a feedback mechanism to automatically correct actions toward the targeted value orientation. Its implementation focuses on developing seven interrelated aspects: self-awareness, conscience, imagination, independence, readiness to act quickly, simplicity, and self-confidence. This development is systematically influenced by internal factors (self-image, experience, emotions, value orientation, spirituality) and external factors (feedback mechanisms, socio-cultural environment, professional competence). At the school level, this approach is implemented through a continuous cycle consisting of providing stimuli through school culture, behavioral responses, reinforcement through habituation, and structured self-reflection. This systematic framework effectively fosters the personality of professional teachers who are able to serve as inspiring role models for students. At the school level, this approach is implemented through a continuous cycle consisting of providing stimuli through school culture, behavioral responses, reinforcement through habit formation, and structured self-reflection. This systematic framework effectively fosters the development of professional teachers who can serve as inspiring role models for students.]]>
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