Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect

Authors

  • Halyna Handzilevska Department of Psychology and Pedagogy, the National University of Ostroh Academy, Seminarska vul. 5, Ostroh, Rivne region, 35800, Ukraine
  • Yuriy Plyska Institute of Sociological Sciences and Pedagogy, the University of Natural Sciences SGGW in Warsaw, ul. Nowoursynowska 166, 02-787 Warsaw, Poland
  • Olena Shershnova Department of Information and Document Communications, the National University of Ostroh Academy, Seminarska vul. 2, Ostroh, Rivne region, 35800, Ukraine
  • Serhiy Shturkhetskyy Department of Journalism, the National University of Ostroh Academy, Seminarska vul. 2, Ostroh, Rivne region, 35800, Ukraine
  • Tetiana Shyriaieva Department of Psychology and Pedagogy, the National University of Ostroh Academy, Seminarska vul. 5, Ostroh, Rivne region, 35800, Ukraine

DOI:

https://doi.org/10.15503/jecs2023.1.288.298

Keywords:

psychological barriers, professional success, psychological resources, cognitive aspect, future primary school teachers

Abstract

Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life.

Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient.

Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”.

Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.

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Author Biographies

  • Halyna Handzilevska, Department of Psychology and Pedagogy, the National University of Ostroh Academy, Seminarska vul. 5, Ostroh, Rivne region, 35800, Ukraine

    She started her professional career in 1995 at Rivne State Pedagogical Institute at the department of Pedagogy and methodology of primary education and music. The next professional stage was reached in 1996 at Rivne State Institute of Culture at the department of Culture and pedagogy of the Ukrainian folklore. In 2003-2007 Halyna Handzilevska was a PhD student at the department of Psychology at the National University of Ostroh Academy (Developmental and Pedagogical Psyhology). In 2008 she received her PhD degree in the field ofpsychology at Transcarpathian National University named after Vasyl Stefanyk. In 2018 she became a Doctor of Science, having obtained her scientific degree in Pedagogical and developmental psychology. Along with academic interest Halyna developed her competence in practical psychology and psychotherapy as a geshtalt-therapist and geshtalt-consultant, finished the psychological professional development programmes Psychological correction of children and their parents in humanistic approach, Psychodrama and role plays in the group and individual work, Psychodiagnostics and psychological correction of life scenarios by means of folktales and Narrative psychology. In 2011 became an Associate Professor and in 2020 a Full Professor of the department of Psychology and Pedagogy at the National University of Ostroh Academy. Halyna has rich experience of international internships in Poland  and Slovak Republic (National scholarship program of the Slovak Republic) and is a director of the scientific Centre Sanogenic pedagogy and psychology at the National University of Ostroh Academy. Ms Handzilevska is a Coordinator of the specialty Primary Education at the National University of Ostroh Academy. Halyna Handzilevska is an author of over 40 scientific articles and books.

  • Yuriy Plyska, Institute of Sociological Sciences and Pedagogy, the University of Natural Sciences SGGW in Warsaw, ul. Nowoursynowska 166, 02-787 Warsaw, Poland

    He is an Associate Professor and Research Fellow in the Faculty of Sociology and Pedagogy at the University of Natural Sciences SGGW in Warsaw and a Professor at the National University of Ostroh Academy (Ukraine). His research mainly concerns the teachers’ competencies and personality in the context of culture and intercultural education. In addition to numerous scientific publications, he is an author of Polish-Ukrainian translations of pedagogical literature.

  • Olena Shershnova, Department of Information and Document Communications, the National University of Ostroh Academy, Seminarska vul. 2, Ostroh, Rivne region, 35800, Ukraine

    After her graduation in document studies and information activities at the National University of Ostroh Academy, she worked at her PhD thesis, which she successfully defended at Lviv Regional Institute of Public Administration of the National Academy of Public Administration under the President of Ukraine. She works as Project Manager in the public sector of Ukraine.  She is interested in public communication, gender issues in the public sphere, and information security. She teaches project management, social communications, and public policy for students who plan to implement public policy. She is the author of a number of successful social projects in the public and governmental spheres.

  • Serhiy Shturkhetskyy, Department of Journalism, the National University of Ostroh Academy, Seminarska vul. 2, Ostroh, Rivne region, 35800, Ukraine

    Born in 1977, Serhii Shturkhetskyi started his career in 1998 as a hydraulic engineer. In 1999 Serhii continued his professional development as an economist, in 2010 got his Master degree in Public service, in 2015 became a Master of Journalism. Serhii Shturkhetskyi is a PhD in Public Administration (2011); he was a researcher in Communicative strategies of local self-government in Ukraine. Since 2019 is an Associate Professor. Serhii Sthurkhetskyi has an impressive experience in teaching and conducting researchers and has been into journalism for over 25 years.

  • Tetiana Shyriaieva, Department of Psychology and Pedagogy, the National University of Ostroh Academy, Seminarska vul. 5, Ostroh, Rivne region, 35800, Ukraine

    She is a PhD in Psychology and an Associate Professor at the National University of Ostroh academy. Tetiana has a varied experience of 15 years of being a National university of Ostroh Academy staff and is currently into psychotherapeutic practice. Tetiana is a co-founder of the Institute of Practical Psychology and Psychodrama (Ukraine), is a member of American Psychological Association (APA), International Association of Group Practice (IAGP), European Federation of Training Psychological Organizations (FEPTO) and the Institute of Complex Trauma (Great Britain).  Tetiana Shyriaieva is s a member of the editorial board of the scientific journal Problems of Psychology in the 21st century (Lithuania). Tetiana has a keen interest in practical psychology and psychotherapy.   

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Published

2023-06-20

Issue

Vol. 14 No. 1 (2023): Journal of Education Culture and Society

Section

EXPERIENCE

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Copyright (c) 2023 Halyna Handzilevska, Yuriy Plyska, Olena Shershnova, Serhiy Shturkhetskyy, Tetiana Shyriaieva

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How to Cite

Handzilevska, H., Plyska, Y., Shershnova, O., Shturkhetskyy, S., & Shyriaieva, T. (2023). Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect. Journal of Education Culture and Society, 14(1), 288-298. https://doi.org/10.15503/jecs2023.1.288.298