Readiness of boarding school leavers for social self-realization: empirical analysis

Abstract

The aim of the article is to analytically present empirical data on the readiness of Ukrainian boarding school graduates for social self-realization in the current socio-economic context. The topicality of this research is determined by the need for scientific and sociological support of further transformations of the boarding school network which is one of the main reforms for the national system of general secondary education. This scientific and sociological support should be based on the study of the educational and social potential of boarding schools, aimed at a thorough analysis of the main indicators of readiness of boarding school graduates for social self-realization in present-day conditions.The results of an empirical study conducted on the basis of 14 boarding schools in Ukraine show that a higher level of readiness for social self-realization is demonstrated by senior students whose basic value system corresponds to the type of postmodern personality, i.e. a person whose life activity is structured according to spiritual, post-material values (development of one's talents, self-realization; interesting and creative work; obtaining higher education; helping other people; living according to religious precepts). The study reveals that these senior students ("postmoderners") go far beyond other boarding school students in their aspiration to accumulate future social capital (gaining respect among people, showing gratitude to others for their help, developing relationships with trusted friends), achieve a higher level of education in their lives, demonstrate a much higher readiness for independent life after leaving their boarding school, have higher trust in their own family, teachers, classmates of their own and the opposite sexes, and have a much higher academic performance at the final stage of gaining general education in a boarding school. Senior students of the postmodern type are less prone to problematic, risky behavioral scenarios in boarding schools (early onset of sexual activity and bullying behavior).The conclusions of the study relate to the possibilities of optimizing the implementation of boarding schools' educational and socialization mission in terms of preparing students, most of whom experience unfavorable social circumstances, for social self-realization in the present-day society. The work provides some conceptual guidelines and practical recommendations for education managers and teachers in terms of aiming educational process in boarding schools at promoting the development of postmodern personality type among their students.