Psychological Content Parameters of Professionally Significant Qualities of Future Managers in the Field of Education

Authors

  • Ainur Rakhymberdiyeva Department of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan
  • Adlet Kariyev Department of Primary Education, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan
  • Kundyz Aganina Department of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan
  • Fauziya Orazbayeva Department of Theory and Methodology, Kazakh Language, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan
  • Saule Makhmetova Department of Pedagogy, Caspian University of Technologies and Engineering named after Sh. Yessenov , microdistrict 32, 130000, Aktau, Kazakhstan

DOI:

https://doi.org/10.15503/jecs2025.3.255.276

Keywords:

management, manager’s motivation, decision-making, planning, modelling, programming, assessing outcomes, psychological content parameter

Abstract

Aim. The aim of the research is to study the psychological content parameters of professionally significant qualities of future managers in the field of education.

Methods. The research sample comprised 124 people aged 19 to 35, including males (n = 62; 50.00%) and females (n = 62; 50.00%). At the time of confirmative empirical research, the respondents were pursuing a degree at higher education institutions in Kazakhstan. All the research participants were studying management in the field of education. The following methods were applied: “Questionnaire of the Style of Self-Regulatory Behaviour” Varvara Morosanova (1991), “Motivation of Professional Activity” (Rean et al., 2006), “Diagnostics of the Individual’s Motivation Structure” V. Milman (1990), “Diagnostics of Personal Creativity” (Tunik, 2013), “Questionnaire for Diagnosing Personal Symptom Complex of Responsibility” (Kocharyan, 2011), and “Methodology for Studying the Level of Assertiveness” (Kappony & Novak, 1995).

Results. Seventeen statistically significant correlations were established, ten correlations being direct and seven correlations being inverse. It was found that planning is the most dependent and essential style of self-regulatory behaviour. It was established that assessing outcomes has the highest level of autonomy. There was a caveat that high autonomy of the style “assessing outcomes” poses a latent danger. The Student’s t-test allowed us to find out that the parameters of cognitive, motivational, operational, personal, and communicative components have a statistical superiority in the levels of the styles of self-regulatory behaviour. It was substantiated that the motivational component is important in planning and modelling. It was established that the parameter self-affirmation has the largest number of superiorities in the styles of future managers’ self-regulatory behaviour.

Conclusions. Future managers prefer planning, modelling and assessing outcomes styles of self-regulatory behaviour. The obtained results should be implemented in training future managers in the field of education.

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Author Biographies

  • Ainur Rakhymberdiyeva, Department of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan

    Master of Pedagogical Sciences and a doctoral candidate at the Department of Pedagogy and Psychology of Abai Kazakh National Pedagogical University. She is the author of over 20 scientific publications, including research articles, methodological manuals, and other works.

  • Adlet Kariyev, Department of Primary Education, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan

    Cand. Sci. (Education), Postdoctoral fellow, and Associate Professor at the Department of Primary Education of Abai Kazakh National Pedagogical University. He is the author of over 200 scientific publications, including research articles, textbooks, and a monograph, and a two-time recipient of the State Scholarship for Young Scientists in Pedagogical Sciences.

  • Kundyz Aganina, Department of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan

    Doctor of Pedagogical Sciences and a Professor in the Department of Pedagogy and Psychology at Abai Kazakh National Pedagogical University. She is the author of over 300 scientific publications, including articles, books, and book chapters.

  • Fauziya Orazbayeva, Department of Theory and Methodology, Kazakh Language, Abai Kazakh National Pedagogical University, ave. Dostyk 13, 050010, Almaty, Kazakhstan

    Doctor of Pedagogical Sciences, academician of the National Academy Sciences of the Republic Kazakhstan, professor of the Department Theory and Methodology of the Kazakh Language at Abai Kazakh National Pedagogical University, author of over 500 scientific publications including articles, books, and chapters, and chair of the dissertation council.

  • Saule Makhmetova, Department of Pedagogy, Caspian University of Technologies and Engineering named after Sh. Yessenov , microdistrict 32, 130000, Aktau, Kazakhstan

    Master of Pedagogy and an Assistant Professor at the Department of Pedagogy at the Yessenov Caspian University of Technology and Engineering in Aktau. She is the author of more than 20 scientific publications, including research articles, textbooks, and methodological guidelines.

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Published

2025-09-23

Issue

Vol. 16 No. 2 (2025): Journal of Education Culture and Society

Section

TRANSGRESSION

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Copyright (c) 2025 Ainur Rakhymberdiyeva, Adlet Kariyev, Kundyz Aganina, Fauziya Orazbayeva, Saule Makhmetova

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How to Cite

Rakhymberdiyeva, A., Kariyev, A. ., Aganina, K., Orazbayeva, F., & Makhmetova, S. (2025). Psychological Content Parameters of Professionally Significant Qualities of Future Managers in the Field of Education. Journal of Education Culture and Society, 16(2), 255-276. https://doi.org/10.15503/jecs2025.3.255.276