(2025) Science and education, 4, 15-22. Odessa.

Yanina Vovk,
Senior Teacher, Department of Psychology,
Dragomanov Ukrainian State University,
9, Pirogov Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0009-0004-7461-1290

PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF THE PROFESSIONAL POSITION OF TEACHERS OF SOCIO-ECONOMIC PROFESSIONS IN THE CONTEXT OF THE TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT

The work is devoted to the topical issue of developing the professional position of teachers in the context of modern challenges and changes. The transformation of the educational environment has accelerated the process of changing education, integrating digital technologies, and organizing online learning. Three hundred teachers of higher education institutions, 70 men and 230 women, aged 24 to 65, were surveyed, and motivational, cognitive, and behavioral characteristics were determined. The study found that external motives dominate over internal ones among the motives for choosing a profession as a teacher of socio-economic specialties. At the same time, the following internal personal motives prevail: a position of support and promotion of development (transfer of knowledge, desire to teach others, help the younger generation learn about the world); a position of self-knowledge and self-development (prospects for personal development: professional, spiritual, cultural, etc.); the position of egocentricity (self-realization, realization of the need for communication). Among the external socially determined motives, the following prevail: life circumstances; the respect and prestige of the teaching profession in society and its prestige. Within the framework of studying the self-actualization of teachers of socio-economic professions in higher education institutions as a component of the cognitive component of the professional self-position, it was found that its indicators are at an average level of expression. Teachers are characterized by a holistic view of their own lives, partial independence in their actions, thoughts, desires, partial self-acceptance with their own positive and negative qualities, a desire for new knowledge, and a creative orientation. As a result of the correlation analysis, positive correlations were found between self-control in the communication of teachers of socio-economic professions in higher education institutions and empathy, communication skills, self-actualization, motivational attitudes, and communication skills.

education, professional self-position, motivation, cognitive abilities, communication

1. Ventseva, N. O., & Karapetrova, O. V. (2022). Innovatsiina kompetentnist yak skladova profesiinoi diialnosti suchasnoho pedahoha [Innovative competence as a component of the professional activity of a modern teacher]. Visnyk universytetu imeni Alfreda Nobelia. Seriia “Pedahohika i psykholohiia”. Pedahohichni nauky – Bulletin of Alfred Nobel University. Series: Pedagogy and Psychology, 1, 109–115. https://doi.org/10.32342/2522-4115-2022-1-23-13 [in Ukrainian].
2. Derstuganova, N. V. (2024). Rozvytok zahalnykh kompetentnostei yak vazhlyvyi faktor yevrointehratsiinykh protsesiv [Development of general competencies as an important factor in European integration processes]. Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka. Seriia: pedahohika – Scien tific notes of the Volodymyr Hnatiuk Ternopil National Pedagogical University. Series: pedagogy, 2, 35–42. https://doi.org/10.32782/2415-3605.24.2.4 [in Ukrainian]
3. Zubtsova, Yu. E., Roma, O. Yu. (2020). Orhanizatsiino-metodychni zasady pidhotovky maibutnikh vchyteliv do zaprovadzhennia diialnisnoho pidkhodu v pochatkovii shkoli [Organizational and methodological foundations for preparing future teachers to implement an activity-based approach in primary school]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh – Pedagogy of creative personality formation in higher and general education schools, 69(2), 155–158 [in Ukrainian].
4. Samkova, O. M., Bovdyr, O. S., & Veldbrekht, O. O., (2021). Emotsiine vyhorannia yak chynnyk profesiinoi deformatsii [Emotional burnout as a factor of professional deformation]. Habitus – Habitus, 32, 156–159. https://doi.org/10.32843/2663-5208.2021.32.27 [in Ukrainian].
5. Diachuk, O. (2024). Development of digital competence of teachers in vocational education institutions. Scientia et Societus, 3(1), 77–91. https://doi.org/10.69587/ss/1.2024.77 [in English].
6. Domínguez-González, M. D. L. Á., Luque de la Rosa, A., Hervás-Gómez, C., & Román-Graván, P. (2025). Teacher digital competence: Keys for an educational future through a systematic review. Contemporary Educational Technology, 17(2), ep577. https://doi.org/10.30935/cedtech/16168 [in English].
7. Gavade, A. Y., Sidotam, A., & Varanasi, R. A. (2023). Pandemic, Hybrid Teaching & Stress: Examining Indian Teachers' Sociotechnical Support Practices in Low income Schools. In ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies (COMPASS ’23), August, 16–19, Cape Town, South Africa. ACM, New York, NY, USA, 12. https://doi.org/10.1145/3588001.3609363 [in English].
8. Geraci, A., Di Domenico, L., Inguglia, C., & D’Amico, A. (2023). Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown. Behavioral Sciences, 13(4), 296. https://doi.org/10.3390/bs13040296 [in English].
9. Jiang, L., & Yu, N. (2024). Developing and validating a Teachers’ Digital Competence Model and Self-Assessment Instrument for secondary school teachers in China. Education and Information Technologies, 29(7), 8817–8842. https://doi.org/10.1007/s10639-023-12182-w [in English].
10. Khrystiuk, S. B. (2023). The competency-based approach in higher education: Problematicity & Perspectives. Humanities Studios: Pedagogy, Psychology, Philosophy, 14(1), 111–118. http://dx.doi.org/10.31548/hspeda-gog14(1).2023.111-118 [in English].
11. Kozhevnikova, A., & Kozhevnykov, P. (2024). Specifics of innovative educational environment and its influence on the development of future teachers’ innovative competence. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 10(2), 72–80. https://doi.org/10.52534/msu-pp2.2024.72 [in English].
12. Nagymzhanova, K., Beisenbayeva, A., Feizuldayeva, S., Zhiyentaeyva, B., & Abilova B. (2025). Formation of Research Competence of the Future Primary School Teacher. Journal of Teaching and Learning, 19(2), 154–166. https://doi.org/10.22329/jtl.v19i2.8658 [in English].
13. Shcherban, T., & Khoma, P. (2024). Formation of digital competence of future primary school teachers by using artificial intelligence. Humanities Studios: Pedagogy, Psychology, Philosophy, 12(3), 36–55. https://doi.org/10.31548/hspedagog/3.2024.36 [in English].
14. Shuliak, I., Ostapchuk, I., & Laborda, J. G. (2024). Online education in Ukraine in extreme conditions: Constraints and challenges. Computer Assisted Language Learning Electronic Journal (CALL EJ), 25(1), 208–227 [in English].
15. Tavrovetska, N., & Veldbrekht, O. (2023). Psychological aspects of online learning implementation at Ukrainian universities. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 9(2), 38–47. https://doi.org/10.52534/msu-pp2.2023.38 [in English].
16. Tymchuk, I., Pohorila, S., Kaplinskyi, V., Popov, O., & Derstuganova, N. (2024). Enhancing online learning quality through digital competencies of students. Salud, Ciencia y Tecnología – Serie de Conferencias, 3, 1128. https://doi.org/10.56294/sctconf2024.1128 [in English].
17. Yulin, N., & Danso, D. D. (2025). Assessing pedagogical readiness for digital innovation: A mixed methods study. arXiv. https://doi.org/10.48550/arXiv.2502.15781 [in English]