Background: 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.
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