PSYCHOLOGICAL FEATURES OF PROFESSIONAL SELF-REALIZATION OF EDUCATORS

Abstract

This article analyzes the state of research on the issue of professional self-realization of educators, revealing that it has a long history and is one of the key aspects of professional pedagogical activity and personal development of educators. The relevance of the problem of professional self-realization is determined by the fact that despite extensive research in the field, there are still several unresolved aspects that need further examination, including psychological characteristics that may influence the process of a teacher’s self-realization and its outcomes. Researching these characteristics can lead to understanding and solving the challenges that educators face during their professional self-realization. The main psychological features influencing professional self-realization are identified and include motivation, self-assessment, emotional intelligence, tolerance, self-regulation, creativity, responsibility, independence, learning, and collaboration. The results of research on the psychological features of professional self-realization of educators indicate that some educators have low levels of self-realization, self-regulation, motivation for professional activity, and self-assessment. This suggests issues such as limited self-expression, job dissatisfaction, inadequate recognition of their achievements, and low motivation for self-improvement. Low levels of self-assessment, self-regulation, motivation, and self-realization limit the professional potential of educators and negatively impact their work and personal development. The question of professional self-realization of educators requires further research. It has been proven that considering psychological factors, their impact on the self-development of educators, and implementing effective methods of support and development of professional self-realization will contribute to the improvement of educators’ work and students’ learning. The research results emphasize the importance of support and collaboration within the educational community, which contribute to the professional self-realization of educators. Creating a supportive environment where educators can share their experiences, receive feedback, and support from colleagues positively influences their motivation and development.