Профессиональное самоотношение преподавателей вуза с разным уровнем волевых качеств личности

Abstract

The article deals the problem of strong-willed regulation and strong-willed qualities of scientific and pedagogical workers (university teachers) in the context of studying their attitude to themselves as a professional with the involvement of empirical material. Questions are revealed about whether the parameters of professional self-relation of scientific and pedagogical workers with their strong-willed qualities are interconnected, as well as what types of attitude to themselves as a professional are expressed among teachers with different levels of strong-willed qualities. 150 scientific and pedagogical workers of Ugra State University (Khanty-Mansiysk) and Kurgan State University (Kurgan) were examined, aged 34 to 49 years with a degree not lower than a candidate of sciences and scientific and pedagogical experience from 10 to 20 years. he study used the technique "Treating yourself as a professional" and the questionnaire "Strong-willed personality qualities." As a result of the study, it was found that the indicator of the value of self-relation activity, including the level of claims and the installation on professional self-development, most significantly correlates with such strong-willed qualities as initiative, determination, independence. Whereas the measure of the magnitude of the positivity of self-attitude, the components of which are the acceptance and perception of oneself as a professional, is interconnected with perseverance and energy. It has been shown that teachers with a high level of expression of strong-willed qualities are dominated by a constructive attitude towards themselves as a professional (his active, positive and active-positive types). Whereas teachers with moderately expressed strong-willed qualities have an unstable (critical) attitude towards themselves as a professional. t is legitimate to use the obtained data to form a constructive attitude towards oneself as a professional, by developing relevant will qualities in the context of an individual career development track. This will minimize personnel risks, as well as become a condition for preventing personal and professional destruction and deformities of university teachers.