Authenticity in the Ukrainian Teacher’s Workplace

Olena Kotukh,Svitlana Lukomska,Valery Zlivkov

doi:10.33531/farplss.2018.3.23

Abstract

Authenticity is an important quality of the teachers who, along with identity, forms the basis of their professional competence. However, in Ukraine there are no adapted diagnostic methods for personality authenticity study. In such circumstances, adaptation to the Ukrainian sample of Authenticity Scale (Wood & Linley, 2007) and Authenticity Inventory (Kernis & Goldman, 2005) is very relevant. According to the results of the reliability check of Authenticity Scale in the Ukrainian translation, this methodology is a reliable tool for authenticity research (α = 0.93). All indicators of alpha Kronbach's AI-3 questionnaire in the Ukrainian-language translation are in the range of 0.84 and 0.93, which indicates the high reliability of the subscale of this questionnaire. Results of Correlation Analysis of Authenticity Questionnaires and AI-3 showed the existence of significant positive relationships between these methods (r: min = 0.500, max = 0.961), which proves their possibility of application in the complex study of the identity of the individual. It is concluded that teachers are characterized by an average level of authenticity, which testifies to the understanding of the teachers of their true self, but the impossibility of its best to show, due to certain requirements for professional pedagogical activities, the need to meet more social role than to show their individuality. Teachers are characterized by such a component of authenticity as "orientation on relationships", that is, openness and honesty in interaction with other people.

Highlights

The new Ukrainian school is in its consolidation phase
Twelve questions are included in the questionnaire; four questions to assess each of the three components of authenticity with participants expressing agreement on a 1 to 7 scale
Modern descriptions of authenticity or authentic functioning often depict a construct composed of many elements including autonomy, self-awareness, unbiased examination, social embeddedness and behavior congruent with values and beliefs

Summary

Introduction

The new Ukrainian school is in its consolidation phase. Modern reforms are intended to optimize teachers and students interaction, the problem of the teacher's authenticity development becomes relevant. Authenticity in the Ukrainian Teacher’s Workplace connection with the development of humanistic and transpersonal psychology By this period he was not used to be replaced by the terms "self", "identity of the individual", "I", "identification", "identity" and studied in the context of the problems of personality self-consciousness. Humanistic psychologists considered authenticity and identity as the abilities of communication to refuse different social roles, which allows true, peculiar only to this person's thoughts, feelings, emotions and behavior. The term of identification was drawn from the original, specific psychoanalytic context and correlated with the ethnic belonging, where tolerance, in particular ethnic, is seen as a manifestation of the formed positive identity (the condition of which is the social interdependence), and with theories of sociological role and group standard (Foote & Cottrell, 1955). Authentic teachers aren’t friends with their students but have an interest in them (distance)

Participants

Results

Discussion