EDUCATIONAL POLICY AND PROFESSIONAL SELF-REALIZATION IN PSYCHOLOGY

Artur Aziyev, Nazymgul Assenova, Janat Sakenov, Gulsum Ayapbergenova, Laura Mussatila, Alfinur Valieva

Resumo


Introduction: This study examines the characteristics of professional self-realization among educational psychologists, exploring the value-meaning foundations of their practice. It also defines criteria to assess self-realization within the professional context.

Objective: To identify the factors and criteria influencing the professional self-realization of educational psychologists, emphasizing the values of passivity and realism.

Methodology: Techniques such as G. Kelly's repertory grid, D.A. Leontiev's life-meaning orientations method, and other diagnostic tools were applied to a sample of 53 educational psychologists in Astana, Kazakhstan. The study considered factors like age, experience, and professional values.

Results: Professional self-realization is linked to age, experience, and passive and realistic values. Key determinants included tolerance, willpower, and the pursuit of meaningful professional goals. Values like financial achievement and prestige contributed minimally to self-realization.

Conclusion: The professional self-realization of educational psychologists is shaped by specific personal and cultural values, as well as by the search for meaning in professional activities. The study provides criteria for evaluating self-realization, covering subjective, motivational, instrumental, and social aspects.


Palavras-chave


Professional self-realization; Educational policy; Educational psychologist's activity; Value-meaning bases of self-realization; Self-realization criteria

Texto completo:

PDF (English)

Referências


Alahari, U. (2017). Supporting socio-emotional competence and psychological wellbeing of school psychologists through mindfulness practice. Contemporary School Psychology, 21(2), 369-379. https://doi.org/10.1007/s40688-017-0154-x

Bedan, V., Brynza, I., Budiianskyi, M., Vasylenko, I., Vodolazska, O., & Ulianova, T. (2021). Motivative factors of professional self-realization of the person. Brain. Broad Research in Artificial Intelligence and Neuroscience, 12(2), 18-37. http://doi.org/10.18662/brain/12.2/189

Dolgova, V.I., Salamatov, A., Potapova, M.V., Yakovleva, N.O., & Yakovlev, E.V. (2016). The research of the personality qualities of future educational psychologists. International Journal of Environmental and Science Education, 11(17), 10695-10700.

Gavrilova, E.A. (2015). Psikhodiagnosticheskaia metodika "Tip i uroven professionalnoi samorealizatsii": Razrabotka, opisanie i psikhometriia [Diagnostics instruments "Type and level of professional self-realization": Development, description and psychometrics]. Herald of Tver State University. Series: Pedagogy and Psychology, 3, 19-34.

Ianitskii, M.S., & Seryi, A.V. (2010). Diagnostika tsennostno-smyslovoi sfery lichnosti: Uchebnoe posobie [Diagnostics of the value-meaning sphere of personality: A training manual]. Novokuznetsk: MAOU DPO IPK, 102 p.

Ivankova, N., Zhumagulova, N., Povstjan, L., Bekenova, D.U., Mukhamedina, A., Alkhatova, T., & Sakenov, J.Z. (2016) Studying teachers' and parents' attitudes towards educationally underperforming adolescents students of general education schools. The New Educational Review, 44(2), 62-71. http://dx.doi.org/10.15804/tner.2016.44.2.05

Katkalo, K. (2023). Osobennosti lichnostno-professional'noy samorealizatsii pedagogov-psikhologov [Features of personal and professional self-realization of teaching and learning psychologists]. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 12(4), 357-372. https://doi.org/10.18500/2304-9790-2023-12-4-357-372

Kazantseva, D. (2022). Samorealizatsiya potentsiala sub"yekta professional'noy deyatel'nosti [Self-realization of the potential of the subject of professional activity]. Professional education in the modern world, 12(1), 46-52. http://doi.org/10.20913/2618-7515-2022-1-6

Kryshtal, A. (2023). Psykholoho-pedahohichni umovy formuvannya navychok profesiynoho samorozvytku u maybutnikh psykholohiv sluzhby tsyvilʹnoho zakhystu [The psychological and pedagogical conditions of professional self-development skills formation of future psychologists of the civil defense service]. Academic Notes Series Pedagogical Science, 1(208), 151-156.

Kudinov, S.I., Kozlova, O.S., Kudinov, S., & Kudinova, S.S. (2023). Psikhologicheskoye blagopoluchiye kak usloviye professional'noy samorealizatsii pedagogov [Psychological well-being as a condition for professional self-realization of teachers]. Psikhologiya obrazovaniya v polikul'turnom prostranstve, 2(62), 16-27. http://doi.org/10.24888/2073-8439-2023-62-2-16-27

Mambetalina, A., Lawrence, K., Amangossov, A., Mukhambetkalieva, K., & Demissenova, S. (2024). Giftedness characteristic identification among Kazakhstani school children. Psychology in the Schools, 61(6), 2589-2599 https://doi.org/10.1002/pits.23173

Martela, F., & Pessi, A.B. (2018). Significant work is about selfrealization and broader purpose: Defi ning the key dimensions of meaningful work. Frontiers in Psychology, 9, 363. http://dx.doi.org/10.3389/fpsyg.2018.00363

Nemolot, E.V., & Vavilov, V.A. (2013). Izuchenie tsennostei professionalnoi deiatelnosti pedagogov–psikhologov: Poisk metodiki [A study into the values of professional activity of educational psychologists: Searching for a methodology]. Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture, 4(119), 110-117.

Nemolot, E.V., & Zubova, S.I. (2013). Vozmozhnosti izucheniia samootsenki professionalno vazhnykh kachestv pedagogov–psikhologov [The opportunities of studying self-assessment professionally important features of teachers and psychologists]. Tomsk State Pedagogical University Bulletin, 9(137), 37-44.

Nurdaniyakyzy, G. (2024). Diagnosticheskaya kompetentnost' pedagoga-psikhologa kak usloviye dlya uspeshnoy adaptatsii obuchayushchikhsya posredstvom diagnostiki strakhov i posleduyushchey korrektsionnoy raboty [Diagnostic competence of educational psychologist as a condition for successful adaptation of learner through diagnostics of fears and subsequent correctional work]. Trudy universiteta, 1(94), 362-370. https://doi.org/10.52209/1609-1825_2024_1_362

Schilling, E.J., Randolph, M., & Boan-Lenzo, C. (2018). Job burnout in school psychology: How big is the problem? Contemporary School Psychology, 22(3), 324-331. http://dx.doi.org/10.1007/s40688-017-0138-x

Sergeyko, S. (2021). Programma professional'noy samorealizatsii pedagogov, rabotayushchikh s odarennymi det'mi [Professional self-realization program for teachers working with gifted children]. Psykholoho-pedahohichni problemy suchasnoyi shkoly, 2(6), 79-86. http://doi.org/10.31499/2706-6258.2(6).2021.247600

Shereshkova, E.A. (2021). Formal'no-dinamicheskiye korrelyaty zhiznesposobnosti budushchikh pedagogov-psikhologov kak ikh nadprofessional'noy kompetentsii [Dynamic correlates of novice educational psychologists' vitality as a supra-professional competency]. Psychological and Pedagogical Search Academic Journal, 3(59), 90-104. https://doi.org/10.37724/RSU.2021.59.3.009

Yale University. Faculty Committee for the Preparation of Educational Psychologists. (1951). Preparation for the work of an educational psychologist. American Psychologist, 6, 65-67. http://doi.org/10.1037/h0061364




DOI: http://dx.doi.org/10.21902/Revrima.v3i45.7480

Apontamentos

  • Não há apontamentos.


Bookmark and Share


Revista Relações Internacionais do Mundo Atual e-ISSN: 2316-2880

Rua Chile, 1678, Rebouças, Curitiba/PR (Brasil). CEP 80.220-181

Licença Creative Commons

Este obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.