The Communicative Determinants of Professional Self-Fulfilment of University Lecturers
Actuality to study psychological characteristics and determinants of professional self-fulfilment of a higher school lecturer as a representative of socionomy professions is determined primarily by the fact that a lecturer is one of the key figures in professional education who supports social and professional ascension of future professionals.
In the article we represent that professional communications, which are traditionally regarded in the psychological science as "activities in the activity", are a specific type of activities, it is a communicative (including speaking) activity. A teacher has to perform communicative speech activities in all areas of his/her work: pedagogical, educational, methodical, organizational and others. This comprehensive universality, i.e. the presence of communicative activities at all types of specialist’s professional, scientific and pedagogical work, determines importance of formation and development, first of all, of the communicative competence within the professional competence structure as a key tool of interpersonal communications. Communicative activities are governed by the need to resolve communicative problems arising in the course of professional interaction, and through them, to resolve proper professional problems.
The performed statistical analyses of the experimental data and the qualitative interpretations of the regression analysis show that the “creativity during professional interactions” is the most prominent predictor of the high level of professional self-fulfilment (general, internal professional and external professional) achieved by these specialists. Thus, creativity as the ability to non-standard resolution of communicative tasks, as a manifestation of creativity in the communicative-speech components of the professional activities and as a form of pedagogical interaction, determines mostly university lecturers’ professional self-fulfilment and implementation of its internal and external professional forms.
In addition, the internal professional self-fulfilment of these specialists is determined by a number of such sufficiently expressed factors; these are the key criteria of the communicative competence: an instrumental criterion, as well as (in its composition) “adequacy during professional interactions”; the motivational criteria and the “reflection of professional interactions” element of the cognitive criterion; the professional competence criteria, including creative, self-educational and pedagogical; the parameters of lecturers’ non-verbal expressiveness: “formal-dynamic parameters of non-verbal behaviour” and “ability to manage and reflect non-verbal behaviour during pedagogical interactions”; “value orientations”, “rapport” and, finally, “the ability to express own thoughts”.
The lecturer’s external professional self-fulfilment is determined by such main factors: “internal professional motivation” and “external positive motivation”; “professional competence”, including “informational competence”; “creativity” (in life); the instrumental criterion of the communicative competence includes “adequacy during professional interactions”, the cognitive criterion includes “construction of effective communicative programs” and the motivational criterion include “the motive for communicative difficulty overcoming”.
Research showed that among most expressed predictors of professional self-fulfilment of university lecturer communicative factors have a decision value, that predefined by the specific of him professional activity that takes place in form a scientifically-pedagogical commonunication.
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