Levels of personal self-development of teachers: results of a stating experiment

Abstract

The article considers the problem of personal self-development of teachers as a process of revealing the internal potential of teachers to improve personal characteristics and the effective implementation of professional activities. The scientifi c approaches to the interpretation of personal self-development (psychoanalytic, humanistic, behavioristic, acmeological, humanistic-value, genetic-modeling, transcultural) are characterized. On the basis of the selected
approaches, the essence and structure of teachers’ personal self-development are determined, which contains a cognitive-refl ective, value-motivational, operational-activity component. The general strategy of researching the level of personal self-development of teachers in the modern educational environment is described. Diagnostic tools for studying the levels of personal selfdevelopment of teachers and its components are presented (the methodology «Self-assessment of the level of ontogenetic refl ection», the methodology «Diagnostics of the level of partial readiness for professional and pedagogical self-development», the methodology for determining refl ectivity, the methodology for diagnosing the implementation of needs for self-development, the test «Determining the level of personality self-actualization», Research methodology for motivation of professional and personal growth, Wiesbaden questionnaire for the positive method psychotherapy and family psychotherapy). An analysis of the diagnostic results was carried out, in which 257 teachers took part. According to the results of the experiment, an insuffi cient level, mainly average, of the formation of the components of personal self-development of teachers was revealed. The results indicate that the prevailing psychological, pedagogical, sociological, methodological knowledge, the ability to self-understanding do not provide the readiness and ability of teachers to independently, successfully realize their potential, improve themselves, because the students have poorly developed motivation for self-actualization and personal self-development is not a priority value. It has been established that the level of personal self-development of teachers at the present
stage requires activation.