The effect of self-education on teachers’ competitiveness

Larysa Gorodnycha, Svitlana Gergul, Maryna Olkhovyk, Valentyn Panchenko, Iryna Turchyna
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Abstract

Lifelong learning skills and building competencies necessary for teachers’ competitiveness are urgent issues. This work aimed to study the relationship between teachers’ self-education and competitiveness. The research method used a questionnaire survey of teachers and principals of general secondary education institutions, as well as the method of comparison and mathematical methods. The results showed that there was a relationship between teachers’ motivation factors for independent lifelong learning, directions and sources with the achieved results of self-education was established. According to the framework of competitive competencies, the teacher’s qualities’ dependence on motivation, directions, sources and results of self-education was also revealed. The results of this study can be helpful as they arrange knowledge and research methods of the self-education process, taking into account motivation, directions, sources, and outcomes. Therefore, teachers should engage in self-education throughout their professional life to improve their competitiveness. They should also constantly update their knowledge of the fields related to teaching. They must develop synchronously with the evolution of science and technology and have a creative approach to learning. Teachers should supplement their knowledge of subject teaching methods, psychology, and health care. Further research should focus on other factors influencing improving teachers’ competitiveness.
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自我教育对教师竞争力的影响
终身学习技能和培养教师竞争力所必需的能力是迫切需要解决的问题。本研究旨在探讨教师自我教育与竞争力的关系。研究方法采用对普通中等教育院校的教师和校长进行问卷调查,并采用比较法和数学方法。结果表明,教师自主终身学习的动机因素、方向和来源与自我教育取得的成果之间存在一定的关系。在竞争能力的框架下,揭示了教师素质对自我教育动机、方向、来源和结果的依赖。本研究的结果可以帮助整理自我教育过程的知识和研究方法,考虑动机、方向、来源和结果。因此,教师应该在整个职业生涯中进行自我教育,以提高自己的竞争力。他们还应该不断地更新他们在教学相关领域的知识。他们必须与科学技术的发展同步发展,并具有创造性的学习方法。教师应补充学科教学方法、心理学和保健方面的知识。进一步研究应关注影响教师竞争力提升的其他因素。
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