SPECIFICITY OF SELF-REALIZATION OF TEACHERS WITH VARIOUS LENGTH OF PROFESSIONAL EXPERIENCE

Cover Page

Cite item

Full Text

Abstract

Self-actualization and self-realization in modern psychology are considered as the most important indicators of a person’s successful development. At the same time, some studies show that teachers with increasing teaching experience are experiencing more problems with psychological health and self-realization. This article presents the results of an empirical research aimed at establishing the specifics of the self-realization of teachers at different stages of professional activity. A total of 137 teachers (77 women and 59 men) aged 27-60 years took part in the study. According to the length of their pedagogical activity three groups were singled out: the first included 46 teachers with experience from 5 to 10 years, the second group was presented by 46 respondents with an experience of 11-20 years and the third group included 45 teachers with an experience of 25-35 years. As a working hypothesis, it was suggested that the group of teachers with the experience of 11 to 20 years would reveal a more optimal implementation of self-realization, since these teachers have sufficient experience and knowledge on the one hand, and on the other hand they still have some motivation for professionalization and activity. The diagnostic methods included the Multidimensional Questionnaire of Personality Self-Realization (MQPSR) by S.I. Kudinov, the author’s questionnaire “Self-assessment of satisfaction with professional activities” and a free association test. There were revealed some differences in the hierarchical structure of the components of selfrealization in the groups of teachers with different professional experience. It was found that the most optimal self-realization is characteristic of the teachers with 11-20 years of work experience in comparison with other groups. The greatest difficulties in self-realization were revealed in the group of teachers with a work experience of 25-35 years. The results of the questionnaire and the associative test showed that higher satisfaction with professional activity is observed in the first two groups of teachers with experience from 5 to 20 years. At the same time, in the third group of teachers with more than 25 years of work experience there is a tendency to dissatisfaction, and in some cases, extreme dissatisfaction with pedagogical activity. The received results help us to understand some patterns in the successful self-realization of teachers at different stages of their professionalization and can form the basis for the development of psychological support programs.

About the authors

Sergey I Kudinov

Peoples’ Friendship University of Russia (RUDN University)

Author for correspondence.
Email: Kudinov_si@rudn.university

Doctor of Psychology, Professor, Head of Social and Differential Psychology Department, Peoples’ Friendship University of Russia

6, Miklukho-Maklaya str., Moscow, 117198, Russian Federation

Nadezhda I Davydova

Peoples’ Friendship University of Russia (RUDN University)

Email: Nadin100483@yandex.ru

Ph.D. Student of Social and Differential Psychology Department, Peoples’ Friendship University of Russia

6, Miklukho-Maklaya str., Moscow, 117198, Russian Federation

Stanislav S Kudinov

Peoples’ Friendship University of Russia (RUDN University)

Email: Kudinov_ss@rudn.university

Ph.D. in Psychology, Associate Professor, Associate Professor of Social and Differential Psychology Department, Peoples’ Friendship University of Russia

6, Miklukho-Maklaya str., Moscow, 117198, Russian Federation

References

  1. Avdeyev, N.P. (2015). Vliyaniye nastoychivosti na uspeshnost’ samorealizatsii lichnosti studentov. Ph.D. in Psychology Thesis. Moscow: RUDN University. 225 p. (In Russ.).
  2. Antsyferova, L. I. (1990). Sistemnyy podkhod v psikhologii lichnosti. In D.N. Zavalishina (Ed.), Printsip sistemnosti v psikhologicheskikh issledovaniyakh (pp. 61—78). Moscow: Institut psikhologii RAN Publ. (In Russ.).
  3. Arkhipochkina, K.V. (2015). Vzaimosvyaz’ svoystv temperamenta i samorealizatsii lichnosti. Ph.D. in Psychology Thesis. Moscow: RUDN University. 203 p. (In Russ.).
  4. Anan’yev, B.G. (19800. Izbrannyye psikhologicheskiye trudy. Vol. 2. Moscow: Pedagogika. 287 p. (In Russ.).
  5. Aybazova, S.R. (2015). Sub”yektnaya determinatsiya samorealizatsii lichnosti. Akmeologiya, (2), 90—98. (In Russ.).
  6. Barabanshchikov, V.A. (2007). Sistemnyy podkhod v strukture psikhologicheskogo poznaniya. Metodologiya i istoriya psikhologii, 2(1), 86—99. (In Russ.).
  7. Chzhan Pen Khao. (2015). Natsional’no-psikhologicheskiye osobennosti samorealizatsii lichnosti rossiyskikh i kitayskikh studentov. Ph.D. in Psychology Thesis. Moscow: RUDN University. 209 p. (In Russ.).
  8. Chzhan Ten. (2014). Psikhologicheskiye osobennosti mezhpolovykh razlichiy samorealizatsii lichnosti (na primere kitayskikh spetsialistov). Ph.D. in Psychology Thesis. Moscow: RUDN University. 205 p. (In Russ.).
  9. Denisova, Ye.A. (2010). Gendernyye stereotipy proyavleniya samorealizatsii lichnosti studentov. Ph.D. in Psychology Thesis. Togliatti: TSU. 290 p. (In Russ.).
  10. Kudinov, S.I. (2007). Polisistemnyy podkhod issledovaniya samorealizatsii lichnosti. Sibirskiy pedagogicheskiy zhurnal, (11), 337—346. (In Russ.).
  11. Kudinov, S.I. (2015). Metodologicheskiye problemy issledovaniya samorealizatsii lichnosti. Vestnik Bashkirskogo universiteta, 20(2), 696—699. (In Russ.).
  12. Kulagina, I.V. (2011). Vliyaniye tvorcheskoy samorealizatsii na sotsial’no-psikhologicheskuyu adaptatsiyu studentov. Ph.D. in Psychology Thesis Abstract. Togliatti: TSU. 23 p. (In Russ.).
  13. Kudinov, S.I., & Krupnov, A.I. (2008). The System Model of Self-realization of the Personality. RUDN Journal of Psychology and Pedagogics, (1), 28—36. (In Russ.).
  14. Krupnov, A.I. (2006). System-dispositional approach to the study of personality and its traits. RUDN Journal of Psychology and Pedagogics, (1), 63—72. (In Russ.).
  15. Korostyleva, L.A. (2001). Psikhologiya samorealizatsii lichnosti: osnovnyye sfery zhiznedeyatel’nosti. D.Sc. in Psychology Thesis. St. Petersburg: SPbSU. 398 p. (In Russ.).
  16. Kostakova, I.V. (2008). Razvitiye obshchitel’nosti kak faktor samorealizatsii studentov — budushchikh psikhologov. Ph.D. in Psychology Thesis. Togliatti: TSU. 181 p. (In Russ.).
  17. Leontiev, D.A. (2011). Novye orientiry ponimaniya lichnosti v psikhologii: ot neobkhodimogo k vozmozhnomu. Voprosy psikhologii, (1), 3—27.
  18. Lomov, B.F. (2011), Sistemnost’ v psikhologii. Selected psychological works Moscow: MPSI; Voronezh: NPO “MODEK”. 423 p. (In Russ.).
  19. Merlin, V.S. (1996). Psikhologiya individual’nosti. Moscow — Voronezh: Modek, 1996. 446 p. (In Russ.).
  20. Maslow, A. (1990). Novyye rubezhi chelovecheskoy prirody. Moscow: Smysl, 1999. (In Russ.).
  21. Mukhammad, S.Kh. (2016). Zhiznestoykost’ kak osnova samorealizatsii lichnosti v trudnykh zhiznennykh situatsiyakh (na primere palestinskikh bezhentsev). Ph.D. in Psychology Thesis. Moscow: RUDN University. 235 p. (In Russ.).
  22. Rodzhers, K. (1994). On Becoming a Person: A Therapists View of Psychotherapy. Moscow: Progress. 478 p. (In Russ.).
  23. Repetskaya, A.V., & Repetskiy, Yu.A. (2013). Refleksivno-lichnostnoye samoopredeleniye kak formirovaniye gotovnosti k samorealizatsii. Zhurnal Vysshey shkoly ekonomiki, 10(2), 75—86. (In Russ.).
  24. Sedova, I.V. (2016). Dinamika emotsional’nogo vygoraniya pedagogov s raznymi urovnyami otvetstvennosti. Ph.D. in Psychology Thesis. Moscow: RUDN University. 2016. 234 p. (In Russ.).
  25. Zobov, R.A., & Kelas’yev, V.N. (2001). Samorealizatsiya cheloveka: vvedeniye v chelovekoznaniye. St. Petersburg: SPbSU Publ., 2001. 244 p. (In Russ.).

Copyright (c) 2018 Kudinov S.I., Davydova N.I., Kudinov S.S.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies