Psychological Support for University Lecturers’ Professional Self-Fulfilment
Author`s Contribution:
- Kostiuk Institute of Psychology of the NAPS of Ukraine, Ukraine
Background and aim of study:
The theses presents the results revealing with
performed regression analysis of the determinants of
university lecturers’ professional self-fulfilment; the
main directions, means and forms of self-fulfilment
psychological support are outlined on the result basis.
Lecturers are the key figures in future professionals’
vocational training. They must constantly solve the
tasks of “intellectual communication” as a complete
and systematic transfer of knowledge from its carriers
to future professionals and colleagues-professionals.
Thus, implementation by lecturers (as well as any other
specialists) of the strategy of self-fulfilment in their
profession is determined, firstly, by personal
significance of the work performed by them, the need
for self-fulfilment as a process and a result of life goal
achievement; secondly, readiness for constant selfeducation, professional development, and professional
task solving; thirdly, their creative attitude to work, the
desire to enrich professional experience, improve
methods and means of actions.
Our research purpose is to determine the leading
factors of lecturers’ professional self-fulfilment and to
develop on this basis the psychological support for
their professional self-fulfilment.
Research methods:
Statistical processing of empirical data with regression
analysis has been performed. The obtained results
became the basis for development of the psychological
support for lecturers’ professional self-fulfilment.
Results:
According to the empirical study results,
communicative factors are the most significant
predictors of achievement by university lecturers of
high self-fulfilment in their profession. This is due to
the specifics of their professional work, carried out in
the form of scientific and pedagogical communications.
In addition, the statistical analysis of experimental data
and the qualitative interpretation of the performed
regression analysis have allowed us to determine that
the most significant factors for high professional selffulfulment (general, internal professional and external
professions) by the studied specialists are the indicator
of “creativity in professional communications”, which
is understood as a manifestation of creativity in the
communicative-speech component of the lecturers’
professional work.
The performed study has also determine other leading
factors of internal and external professional selffulfilment of these specialists.
Based on the empirical study results, we identified the
main areas of psychological support for the university
lecturers’ professional self-fulfilment: 1) deepening the
content of their own professional work and achieving
satisfaction with their work; 2) constant development
of internal and external professional motivation;
3) development of value orientations inherent to a selfactualizing personality; strengthening the value attitude
to the chosen specialty; 4) development of an
individual’s creativity and creative-communicative
orientations, ensuring constant creative manifestations
at professional communications and in own life in
general (development creativity and creativecommunicative orientations is emphasized in the
forecasts on the upcoming professional changes);
5) intensive development of professional competence
and its structural components, such as informational,
creative, pedagogical and self-educational ones;
6) improvement of communicative competence as a
key component of professional competence with an
emphasis on its components: a) motivational, cognitive
and instrumental criteria; b) speech competence;
c) nonverbal (pedagogical) expressiveness of the
lecturers’ speech communication; 7) development of
sociability as the ability to quickly establish deep and
emotionally rich contacts with other people.
Lecturers’ self-fulfilment and personal realisation in
the chosen profession can be facilitated by the
psychological support in the following forms:
psychological counselling, thematic conversations,
psychological training, revealing communicatively
active means that suit a specialist’s personality,
business games, rationalization of professional tasks
through appropriate informing, psychological
corrective means, and also measures aimed at good
health maintaining and negative personal and
professional phenomena preventing.
Conclusion:
- implementation of all motivational-value, cognitive,
communicative, ethical and other features of scientificpedagogical specialists as signs of self-fulfilment is
required for such specialists’ full functioning;
- in terms of psychological assistance for such
specialists’ personality development and for creation of
opportunities for their professional expression, it is
important to use the individual and creative approaches
for purposeful formation of important personal traits
and professional qualities.
Keywords:
Copyright:
DOI and UDC:
DOI: 10.26697/ijes.2019.2.34; UDC: 159.946.3-053.4
Information about the authors:
Korniyaka Olga Mykolayivna – Doctor of
Psychological Sciences, Professor, Leading Researcher
of the Laboratory of Age Psychophysiology of Kostiuk
Institute of Psychology of the NAPS of Ukraine, Kyiv,
Ukraine.