- Лозова, О. В. (orcid.org/0000-0003-2394-3813) (2025) Psychological characteristics of the development of personal readiness of teachers in general secondary education institutions to implement STEM education Masters thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
LozovaO. V. Psychological characteristics of the development of personal readiness of teachers in general secondary education institutions to implement STEM education. – Qualification scientific work as a manuscript. A Dissertation for the Degree of Doctor of Philosophy in the Specialty 053 Psychology (05 – Social and Behavioral Sciences). State Higher Educational Institution “University of Educational Management” of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2025. Annotation content The dissertation is devoted to the theoretical justification and experimental study of the problem of developing the personal readiness of teachers in general secondary education institutions to implement STEM education. The work identifies the components and indicators of personal readiness, taking into account the leading theoretical and methodological approaches to the professional activities of teachers regarding the implementation of STEM education and the psychological and pedagogical analysis of the content and characteristics of STEM education. The object of the study is the psychological foundations of the professional activities of teachers of secondary education institutions regarding the implementation of STEM education, and the subject is the psychological haracteristics of the development of teachers' personal readiness to implement STEM education. The purpose of the study was to provide a theoretical justification and empirical research on the psychological characteristics of the development of the personal readiness of teachers in general secondary education institutions to implement STEM education. The powerful psychological and pedagogical potential of STEM education has been theoretically substantiated and is implemented through the key principles of integration, transdisciplinarity, and practice-orientedness, which form the basis for developing a set of cognitive, personal, and social competencies in students that are necessary for life in a high-tech world. From a psychological point of view, STEM education, while promoting students' professional self-determination, simultaneously develops resilience and adaptability, which are critical for successful adaptation and self-realization of the individual in conditions of dynamic socio-economic change. The introduction of STEM education requires a radical change in the role of the teacher, who becomes an innovator, facilitator, and organizer of research and project activities. This change leads to a transformation of the content and structure of professional activity, which involves orienting learning towards solving real socially significant problems and the systematic use of modern digital. Systematic interdisciplinary collaboration among educators is crucial. In this context, the psychological well-being of teachers is a key factor in effectiveness, reducing the risk of emotional burnout and stimulating creative exploration, which ultimately places increased demands on their personal readiness as a prerequisite for the successful implementation of STEM education. It has been established that an important prerequisite for the effectiveness of professional activities in the implementation of STEM education is the personal readiness of the teacher. It implies the presence of such qualities as openness to new ideas, innovation, flexibility of thinking, psychological stability, high motivation for self-development and professional improvement, and is the result of a profound transformation of pedagogical thinking and worldview. Based on the results of theoretical analysis of the literature (Maslow, 1943; Ryan & Deci, 2000; Rogers, 1959; Antonova, 2012; Ball, 2009; Bekh, 2012; Dubaseniuk, 2011, 2015; Kokun, 2004; Maksymenko, 2015, 2021; Molyako, 2011; Rybalka, 2017, 2022; Tytarenko, 2003; Yalanska, 2022), the main theoretical and methodological approaches to the professional activities of teachers in implementing STEM education (systemic, competency-based, personal, subject-activity and creative) were identified. The generalization of these approaches made it possible to determine the personal readiness of a teacher to implement STEM education as an integral, multi-component property of a person, reflecting his or her value-motivational orientation, cognitive-reflective abilities, emotional-volitional stability, and operational-creative skills that provide the opportunity to effectively carry out professional activities within the framework of STEM education. Based on the theoretical analysis of scientific sources (Allport, 1935; Abdullah et al., 2017; R. Abd Rauf, 2019; Abrami et al., 2004; Bandura, 1986; 1997; Dare et al., 2021; Lewin, 1951; Papagiannopoulou et al., 2023; Rogers, 1961; Rokeach, 1968; Thibaut et al., 2018; Bondarchuk, 2012, 2015; Ignatovych, 2020; L. Karamushka, 2022; M. Tychenko, 2022; O. Kokun, 2020; Konovalchuk, 2011; Maksymenko et al., 2022; Rybalka, 2022; Tomchuk, 2017; Khokhlina, 2021; Chudakova, 2014, etc.) a theoretical model of the personal readiness of teachers of general secondary education institutions to implement STEM education has been developed. Indicators of this readiness have been substantiated and systematized according to value-motivational (value orientations, attitudes, motives), cognitive-reflexive (ability to cognitive flexibility, innovative thinking, reflective skills), emotional-volitional (presence of volitional qualities to achieve professional goals, ability to manage one's own emotions, ability to self-development), operational-creative (ability to master innovative forms and methods of pedagogical activity, creative approach in solving pedagogical tasks, orientation to interaction, self-efficacy, social responsibility) components. The results of the empirical study revealed insufficient levels of personal readiness of teachers to implement STEM education in general and in individual components. The involvement of a wide sample of teachers (n = 962) made it possible to identify the scale of the problem and the need to apply psychological and pedagogical measures to solve it. Diagnostics of the value-motivational component showed that the majority of the studied teachers (65.6 %) are characterized by an average and low level of its formation, which is insufficient for the effective implementation of an innovative approach. The predominance of values of orientation towards stability over the desire for change in a significant part of teachers potentially limits their innovative activity. A significant psychological dissonance was found between a positive attitude towards STEM education in general (M = 0.89) and a significantly lower level of attitude towards its real implementation in their own professional activities (M = 0.29). The key psychological factor capable of bridging this gap between understanding and action is the teacher's self-identification as an innovator (M = 0.70), which acts as an internal psychological prerequisite that ensures the teacher's proactive position. Empirical analysis of the cognitive-reflective component showed an insufficient level of its formation among the vast majority of teachers (78.5 %). Half of the respondents demonstrated an average or low level of understanding of the essence of STEM education, which is a critical obstacle to its successful implementation. This problem is exacerbated by the fact that the majority of teachers (over 85 %) have an average or low level of cognitive flexibility and innovative thinking, as well as insufficiently developed self-reflection. The data indicate a limited ability of teachers to adapt to new requirements, generate original ideas and realize their own needs for professional development. The study of the emotional-volitional component revealed that the vast majority of teachers (81.6 %) have an average or low level of development of willpower for intense mental activity, stress resistance, self-control and the ability to self-development. The data indicate an insufficient formation of personal characteristics necessary for psychological resilience, overcoming difficulties, and maintaining high performance in an innovative educational environment. The study of the operational-creative component showed an insufficient level of development among the majority of teachers (78.9 %), in particular, an average or low level of creative potential was found in 70.2 % of teachers, almost half of the respondents experience difficulties in mastering innovative forms and methods of pedagogical activity that are significant for STEM education. The data obtained confirm the insufficient development of key operational and creative skills necessary for the effective use of STEM approaches in professional activities. In addition, a significant relationship (p < 0.001) was established between cognitive flexibility and innovative thinking, which is critically important for the professional activities of teachers within STEM education. It was found that the experience of practical implementation of STEM education has a positive effect on the development of these qualities. The results showed that the participation of teachers in STEM-oriented practices stimulates the search for new teaching methods and flexible response to the needs of education seekers, which qualitatively transforms pedagogical activity. The identified connection between cognitive flexibility and self-reflection is important, which emphasizes the role of awareness of one's own activities in forming eadiness for innovation. The study showed a statistically significant positive relationship (p < 0.001) between innovative thinking and creativity, which is of fundamental importance for the implementation of STEM education. Teachers with a higher level of innovative thinking demonstrate a significantly higher level of creativity, which emphasizes the interdependence of these qualities. At the same time, it was found that teachers who actively implement STEM approaches are characterized by a higher level of creativity, compared to those teachers who do not carry out such activities. This confirms the important role of STEM-oriented practices in the development of the innovative potential of teaching staff. A statistically significant positive relationship (p < 0.001) was found between self-efficacy, self-development and emotional-volitional qualities, which emphasizes the decisive role of belief in one's own abilities and psychological resilience for personal and professional growth. The results of the study empirically confirmed the complex and multifaceted interaction of psychological factors of all components of teachers' personal readiness for the implementation of STEM education. The identified relationships between value-motivational orientations, cognitive-reflective abilities, emotional-volitional qualities and operational-creative skills indicate the need for a comprehensive approach to the development of teachers' personal readiness. The results of the ascertaining stage of the study clearly indicated an insufficient level of personal readiness for the implementation of STEM education in the vast majority of teachers. Low and average values for most of the studied indicators confirmed that, despite the critical need for a high level of readiness for the effective implementation of educational innovations, it is observed only in a minority of teachers. This disparity indicates a lack of personal resources, which are key psychological prerequisites for the successful implementation of STEM education. Empirical data actualize the need for targeted formative influence through the implementation of psychological support programs, training and motivation of teachers to ensure the successful integration of STEM education in educational institutions. Ignoring the identified problems can lead to a decrease in the effectiveness of educational innovations and a slowdown in the development of STEM education in Ukraine. As a result of the generalization of theoretical analysis and empirical study of the problem, a psychological program for the development of personal readiness of teachers for the implementation of STEM education was developed and tested. The methodological basis for its creation was the integration of scientific approaches, which ensured the integrity, logic and effectiveness of the organization of formative influence. The goal of the formative experiment was to promote the development of teachers' personal readiness for the implementation of STEM education as an important condition for improving the quality of the educational process and adapting teachers to innovative changes. To achieve this goal, a set of tasks was implemented, which included the identification of psychological mechanisms, the development of the content of the psychological program, its testing and evaluation of effectiveness. The organization of the formative experiment is based on the principles of scientificity, systematicity, personal orientation, subjectivity, variability and flexibility, consistency and continuity, diagnosticity, technologicality and predictability. Compliance with these principles ensured the actualization of theoretically grounded psychological principles of the development of teachers' personal readiness for the implementation of STEM education and allowed for a systematic, targeted and adaptive impact aimed at activating personal resources and forming the necessary competencies for the implementation of STEM education in professional activities. The effectiveness of the development program was ensured by the creation of a set of psychological conditions, including: 1) creating an environment of emotional comfort and psychological safety, which contributed to open communication, mutual trust and readiness of teachers to perceive new experience; 2) activation of the subjective experience of pedagogical activity, thanks to which teachers could analyze and creatively rethink their existing knowledge and skills for their effective application in the context of STEM education; 3) formation of a value attitude towards their own individual psychological characteristics, which contributed to the awareness and acceptance by teachers of their strengths, as well as the identification of areas for development; 4) actualization of motivation to increase the level of personal readiness, which became a driving force for self-development and professional growth in the context of the implementation of STEM education; 5) promotion of reflective understanding of the content of the program lessons, as well as the use of active group forms of work ensured a deeper integration of the acquired knowledge, the development of cooperation skills and the opportunity to adapt new approaches to their own pedagogical practice. The purpose of the psychological program for the development of personal readiness of teachers of general secondary education institutions for the implementation of STEM education was to form motivation and a positive attitude towards innovative approaches, cognitive-reflective skills, psychological resilience, and create conditions for personal development and professional improvement of teachers. The expected learning outcomes included the assimilation by the participants of the program of knowledge, skills, and dispositions necessary for professional activity within the framework of STEM education. The results of the formative experiment confirmed the effectiveness of the program: positive dynamics of all components of personal readiness (value-motivational, cognitive-reflective, emotional-volitional, and operational-creative) were recorded in the experimental group. These results were confirmed by both diagnostic data and feedback from program participants, who noted an increase in their own personal and professional development. In the control group, where there was no targeted formative influence, no statistically significant changes in the levels of development of any of the components were found, which indicates the effectiveness of the proposed program. Thus, the results of the study convincingly prove that the systematic and holistic implementation of the developed psychological program ensures a qualitative increase in all components of teachers' personal readiness for the implementation of STEM education. The identified positive dynamics provide grounds to assert the scientific validity of the identified psychological conditions and the practical effectiveness of the developed program, which creates prospects for its scaling in the system of postgraduate pedagogical education. The results obtained deepen the scientific understanding of psychological factors that determine the personal readiness of teachers for the implementation of STEM education. The significance of the teacher's attitudes, beliefs and self-perception as an innovator is emphasized, which is a significant factor in overcoming resistance to change and actualizes the need to form innovative self-identification and increase motivational orientation. It has also been proven that attitude and motivation function as interconnected internal psychological resources that directly affect the innovative activity of teachers and are able to both enhance and limit their readiness for professional activity. The practical significance of the results obtained lies in the possibility of their use in innovative educational practice in order to increase the level of personal readiness of teachers for the implementation of STEM education. Empirical data, theoretical generalizations and conclusions of the study can be integrated into the system of postgraduate pedagogical education, the activities of the Centers for the Professional Development of Pedagogical Workers, as well as into the process of professional training of future teachers. Based on the materials of the dissertation, it is possible to develop programs for psychocorrectional and developmental work with teachers who are characterized by an insufficient level of personal readiness for innovative activity. The proposed diagnostic indicators and criteria for personal readiness for the implementation of STEM education can be used as an assessment tool in educational and management practice to monitor the professional development of teachers. The results of the study form the basis for the creation of methodological recommendations, programs of special courses, trainings and seminars aimed at the development of professional and personal competencies of teachers. The obtained scientific provisions can be applied in scientific research activities, in particular in the preparation of course, master's and dissertation works, as well as used as a theoretical and methodological basis for further research in the field of psychology. The dissertation research carried out does not exhaust all aspects of the problem. Prospects for further research will include both deepening the theoretical understanding of the problem and expanding the practical tools. First of all, it is necessary to study in depth the individual psychological and socio-psychological factors that affect the quality and speed of teachers' adaptation to the implementation of STEM education. In addition, in our opinion, it would be appropriate to study the impact of professional burnout and psychological resilience on teachers' readiness for systemic changes. It is also important to focus on the development and testing of differentiated programs for the development of personal readiness, which would take into account the specialization of teachers and their pedagogical experience ensuring maximum rsonalization of educational impact. From a psychological point of view, it is critically important to study the psychological mechanisms of teachers' innovative self-identification - their perception of themselves as innovators. The practical value of further research lies in the creation and evaluation of a long-term integrated model of a teacher professional development program in the context of STEM education, combining psychological support, methodological support, and technological training.
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