Psychological Resources and Life-Meaning Orientations in Alternative Models of Teacher Professionalization

Aim. Theoretical substantiation and empirical verification of the relationship between psychological resources, life orientations and levels of personal and professional development of teachers.

Methodology. The study consisted of three stages (n= 314). A methodical program has been specially developed at each stage. In the course of the work, methods of statistical data processing were applied.

Results. The specificity of the content of psychological resources, risks and barriers of personal and professional development of teachers is revealed. It is shown that the main factors determining the personal-professional development of a teacher are a complex of psychological resources and meaning-life orientations.

Research implications. The technology of resource determination of personal and professional development of a teacher has been developed, which has proven its effectiveness in the experiment, which allows it to be recommended for implementation in the educational process of a school, college, university.

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