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The article studies the factors of professional self-development of the school psychologist in the course of professional practice. At the beginning of this article the authors give a brief review of the studies of the professional self-development factors. It is shown that there are two categories of factors: the factors that stimulate professional self-development and the factors hindering it. Further the article presents the results of a questionnaire survey, in which the school psychologists evaluated the degree of the influence of various factors on their professional self-development activities, provides a ranking of the influence of the stimulating and impeding factors, based on the estimates supplied by the research participants. It is shown that the main stimulating factors are: “Interest in their professional activities”, “Need for self-development”, “Availability of experts (courses) that can be educative”, “The novelty of the activity, working conditions, the ability to experiment”, “The system of material incentives”. According to the study participants, the list of the hindering factors has only two leading factors: “Limited financial resources, constrained life circumstances” and “Lack of time”. The authors proposed a new systematization of professional self-development factors, which singled out the organizational, financial and personal factors. The theoretical and empirical results of the study can be used to enhance the effectiveness of professional self-development of the school psychologist in the course of professional practice.

About the authors

Valeriy M Miniyarov

Moscow City Teacher Training University (Samara Branch)

Author for correspondence.
Email: hose.marti@mail.ru
Stara Zagora, 76, Samara, Russia, 443081

Anton E Esterle

Regional Centre for Social Work and School Psychology

Email: esterle.anton@yandex.ru
Metallistov, 61a, Samara, Russia, 443034


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Copyright (c) 2017 Минияров В.М., Эстерле А.Е.

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