Teaching professionals’ readiness for professional transformation: empirical analysis of psychological factor

- Просіна, О.В. (orcid.org/0000-0002-1243-6069) (2025) Teaching professionals’ readiness for professional transformation: empirical analysis of psychological factor «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)», 4 (50). pp. 813-826. ISSN 2786-4952

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Abstract

The article presents the results of an empirical study on the psychological readiness of pedagogical workers for professional transformation within a crisis-ridden social context. Taking into account the challenges faced by educators due to armed conflict, pandemic, migration processes, and transformations in the educational sphere, the paper analyzes the psychological factors underlying professionals’ internal readiness for change. The research builds upon a theoretically substantiated model that encompasses reflection, self-regulation, developmental motivation, meaning-making, cognitive flexibility, occupational self-efficacy, and social support. The aim of the study is to identify the level of development of key psychological factors that ensure the readiness of teaching professionals for professional transformation amid societal instability. The sample included 88 educators—participants in professional development courses—who provided complete responses to a diagnostic toolkit that combined both quantitative and qualitative methods. The psychodiagnostic block comprised standardized instruments, including the Stress Resistance Test (Maksymenko et al.), the Occupational Self-Efficacy Scale (Rigotti, Schyns, Mohr), the Mehrabian Achieving Tendency Scale, the Mental Health Continuum—Short Form (Keyes), the Negative Work Impact Scale (Watson), and the Critical Thinking Test (Starkey). The qualitative section included tasks such as formulating a personal-professional mission and completing a reflexive transformation matrix. The results showed that only 3% of educators demonstrated a high level of readiness for transformation, 32%—moderate, 61%—below average, and 3%—low. The most developed were motivational and meaning-oriented components—particularly achievement motivation (90.9% high level) and occupational self-efficacy (39.8% high, 60.2% moderate). In contrast, emotionally regulatory and cognitive-analytical components (stress resistance, optimism/energy, and critical thinking) were less developed: only 8% of participants demonstrated a high level of stress resistance, 25% indicated psychological flourishing, and 37.5% showed a high level of critical thinking. These findings indicate emotional exhaustion and limited cognitive flexibility in a portion of the teaching staff functioning under crisis conditions. Correlation analysis revealed significant relationships between factors: critical thinking was correlated with cognitive flexibility (r = 0.61), stress resistance with occupational self-efficacy (r = 0.54), self-regulation with critical thinking (r = 0.45), and mental health with all key indicators. This supports the understanding of psychological readiness as an integrative structure formed at the intersection of motivational-meaningful, emotional-regulatory, and cognitive-analytical resources. The qualitative analysis of personal-professional missions and reflexive matrices confirmed the presence of deep internal motivation, humanistic values, and a vision of a transformed professional role among the majority of participants. Elements such as «being a change agent», «bringing light», and «serving as a pillar of support for colleagues» illustrate a high level of agency and potential for professional renewal. The article concludes that despite emotional fatigue and ongoing challenges, a significant portion of educators retain the capacity for meaning-making, self-reflection, and growth. These findings provide a foundation for designing targeted psychological support programs, training modules, and individual pathways to enhance transformational readiness within both formal and non-formal educational systems. The proposed diagnostic model and empirical results may serve as a basis for longitudinal studies and comparative analyses across professional domains.

Item Type:	Article
Keywords:	professional transformation, pedagogical workers, psychological readiness, stress resistance, achievement motivation, occupational self-efficacy, critical thinking, meaning-making, cognitive flexibility, reflection, psychological support
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education
Divisions:	State institution of higher education «University of educational management» > Науково-дослідний інститут
Depositing User:	доцент Ольга Просіна
Date Deposited:	12 May 2025 16:56
Last Modified:	12 May 2025 16:56
URI:	https://lib.iitta.gov.ua/id/eprint/745306

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