- Корніяка, Ольга Миколаївна (2017) The determinants of professional self-fulfillment of university lecturers Актуальні проблеми психології: Том. V: Психофізіологія. Психологія праці. Експериментальна психологія., 17. pp. 76-89. ISSN 2072-4772
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Abstract
The article presents the results of the empirical study determining the factors of university lecturers’ professional self-fulfillment by the means of regression analysis. The article shows that a person’s life success is related directly to satisfaction of his/her need for constant personal and professional growth and self-fulfillment as a process and a result of his/her life goal achieving. University lecturers are not only a bright representative of socionomy professions, but also key figures in professional training, ensuring the social and professional ascent of future professionals. Their scientific and pedagogical activities are intellectual creative work, which, as is well known, has a high cultural status, and individual talents of university lecturers determine the degree of education and science at all. Aspiration of these professionals to self-knowledge and active fulfilment of their educational and scientific tasks is the manifestation of their general intention to self-actualization and self-development, and hence to self-fulfillment in the profession. The performed statistical analyses of the experimental data and the qualitative interpretations of the regression analysis show that the indicators used in the study techniques and tests and the indicators of expert assessment of lecturers’ professional competence and its key components are sufficiently informative to determine their professional self-fulfillment. The following general factors of university lecturers’ professional self-fulfillment influencing achievement of self-fulfillment in the profession have been identified: “creativity during professional interactions” at the general level of professional self-fulfillment; “creativity during professional interactions” and “motivational criteria of communicative competence during professional interactions” at the level of internal professional self-fulfillment; “creativity during professional interactions” at the level of external professional self-fulfillment. Therefore, the “creativity during professional interactions” is the most prominent predictor of the high level of professional self-fulfillment (general, internal professional and external professional) achieved by these specialists. The regression models including this indicator are characterized by a high degree of predictability (R = 0.71 – 0.90; R2 = 0.51 – 0.81). Thus, creativity, as the ability to non-standard resolution of communicative tasks, as a manifestation of creativity in the communicative-speech components of the professional activities and as a form of pedagogical interaction, determines mostly university lecturers’ professional self-fulfillment and implementation of its internal and external professional forms In addition, the internal professional self-fulfillment of these specialists is determined by a number of such sufficiently expressed factors; these are the key criteria of the communicative competence: an instrumental criterion, as well as (in its composition) “adequacy during professional interactions”, the motivational criteria and the “reflection of professional interactions” element of the cognitive criterion; the professional competence criteria, including creative, self-educational and pedagogical; the parameters of lecturers’ non-verbal expressiveness: “formal-dynamic parameters of non-verbal behaviour” and “ability to manage and reflect non-verbal behaviour during pedagogical interactions’; “value orientations”, “rapport” and, finally, "the ability to express own thoughts”. In turn, the lecturer’s external professional self-fulfillment is determined by such, quite pronounced, main factors: “internal professional motivation” and “external positive motivation”; “professional competence”, including “informational competence”; “creativity” (in life); the instrumental criterion of the communicative competence includes “adequacy during professional interactions”, the cognitive criterion includes “construction of effective communicative programs” and the motivational criterion include “the motive for communicative difficulty overcoming”.
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