Professional readiness of future teachers with different self-realization attitudes

Abstract

Introduction. Digitalization makes the professional readiness of teachers particularly important for several reasons. Novice teachers often experience difficulties in adapting to their professional activities. A large teaching workload, increased paperwork, and misunderstandings in interaction with parents, colleagues, and administrators lead to disappointment in themselves and their profession. Modern digital solutions make education accessible to all groups of learners, including children with disabilities, and facilitate certain aspects of teachers’ work (such as designing tasks, case studies, and presentations). However, constant networking blurs the boundaries between work
and personal time and increases psychological pressure on young specialists, intensifying the focus
on success, professionalism, and relentless achievement. Professional readiness is the result
of professional training and includes several interrelated components that develop through
self-awareness and ensure self-realization in work. For effective self-realization in the profession,
an individual’s attitudes must be consistent with social norms and job requirements.
Materials and Methods. The study was conducted at Francisk Skorina Gomel State University with
a sample of 176 pedagogy students. The methods used were the Professional Readiness Questionnaire
(A. P. Chernyavskaya) and the Personal Self-Realization Judgments Test (S. I. Kudinov). Data were
analyzed using Spearman’s rank correlation coefficient (rs) and Fisher’s φ* criterion.
Results and Discussion. The findings indicate that the components of professional readiness show
statistically significant positive correlations with such self-realization attitudes as social and corporate
attitudes, activity, optimism, internality, and creativity. The study also revealed statistically significant
inverse correlations of internality, pessimism, and externality with all indicators of professional
readiness.
Conclusions. The development of activity, optimism, internality, and creativity contributes to more
productive self-realization and enhances the professional readiness of future teachers.