Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect

IF 1.6 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY Journal of Education Culture and Society Pub Date : 2023-06-20 DOI:10.15503/jecs2023.1.288.298
Halyna Handzilevska, Yuriy Plyska, O. Shershnova, S. Shturkhetskyy, Tetiana Shyriaieva
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引用次数: 1

Abstract

Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life. Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient. Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”. Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.
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未来小学教师职业成功的心理障碍与资源:认知层面
的目标。这篇文章代表了对那些在接受专业教育的同时为不久的将来的教学活动做准备的学生成功的研究结果。本研究的目的是考察职业成功的概念,并通过生活目标的棱镜关注这一过程的认知成分。根据已建立的个人专业成功理论模型,以未来小学教师为样本进行了实证研究,重点关注认知成分。为了实现本文的目的和目标,我们设计了一套测试(生命意识取向测试;人生目的测验(PIL);并以幼儿决策问卷等作为诊断工具,研究职业成功各组成部分之间的相关性。采用Pearson相关系数分析统计相关性。个人变化准备度指标与情景的相关分析结果显示,信心量表指标与“不要做自己”、“不要做自己”、“要优秀”等属性呈反向双向相关;“激情”和“不要长大”、“不要做你自己”之间的区别。研究发现,未来小学教师的“有意义取向”和“不要接近”、“不要爱”、“不要感觉”、“要完美”、“尝试”等情境设置,是取得专业成功的心理障碍。
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来源期刊
Journal of Education Culture and Society
Journal of Education Culture and Society SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.60
自引率
27.30%
发文量
75
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