Educational strategies of teachers with differentiated self-realization styles

Abstract

This article presents the results of a study based on the relationship between teachers’ self realization styles and the educational strategies they employ to stimulate the psychological development of female and male students. Five self-realization styles were measured: self-acceptance, others acceptance, solving social conflicts, solving internal conflicts, non-self-realization and a random variable in the form of the following educational strategies: reinforcement, development, adaptation, and ideology. The results from the random sample demonstrated a general difference between the group of teachers who did not realise their potential (non-self-realization) and the other teachers who presented different self-realization styles. The former group identifies with heterogeneous strategies, whereas the latter identifies with autonomous strategies. This regularity was not the case for reinforcement strategies, whereby all groups employed an individual (autonomous)rather than a collective (heteronomous) reinforcement strategy.