The significance of the issue under study can be explained by the multiple attempts to develop a strategy for teachers' professional self-affirmation as a holistic systemic formation. The purpose of this paper is to describe the functional system of professional self-affirmation at their component and structure-and-function levels. The leading approach and methodological basis for the study of this problem have been built on systems genetics concept of professional activity, and systems genesis of professional self-affirmation, which allow to describe professional self-affirmation as the dynamic process of developing its components and creating new constituents due to mutual collaboration of components. The experimental part of the study describes the features of teacher self-affirmation system in three aspects: successful implementation, crisis, and dysfunction. On the basis of studies made, psychological characteristics of teachers with different levels of professional self-affirmation functional systems have been determined. Information that the paper deals with may be used in the context of vocational training and further teachers development, as well as contribute to the selection of psychological treatment methods and correction of dysfunctions in professional performance of teachers.
The relevance of the research problem lies in the determination of the foundations of structural-level concept of self-regulation of personality in realization of professional activity and possibilities of its interpretation in the practice of management. The goal of the article is in the description of component and structural-level constituents of the self-regulation psychological system of successful professional activity, development of the concept of "successful self-regulation of professional activity" on the basis of the explication of the relations between levels of the system. The leading approach and methodological basis for the study of this problem is the systemogenesis concept of professional activity, the concept of self-regulation and implicit theories of professional success of personality. The theoretical background for the design of psychological structural-level regulation system to achieve success in professional activities and the grounds for its level structure are revealed in the article; a methodological apparatus for the diagnosis of successful self-regulation of professional activity is developed, reliability of the theoretical model of the structural-level concept of self-regulation is proven. The experimental part of the study describes the structure and levels of psychological system of self-regulation of successful professional activity, the content of which meets the basic positions of the psychological theory of professional activities. The article can be used in the context of professional coaching for career growth and professional development of managers and specialists in the sphere of management.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.