Psychological prerequisites and barriers to innovative activity of teachers
<p><strong>Context and relevance.</strong> The success of pedagogical activity partly depends on the availability and level of professional competencies, as well as the initiative in the continuous self-development of teachers. <strong>Objective.</strong> The...
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Moscow State University of Psychology and Education
2025-06-01
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| Series: | Психологическая наука и образование |
| Online Access: | https://psyjournals.ru/en/journals/pse/archive/2025_n3/Gut_Osnitsky_Tkachenko |
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| author | Y.N. Gut M.K. Kabardov A.K. Osnitsky N.S. Tkachenko |
| author_facet | Y.N. Gut M.K. Kabardov A.K. Osnitsky N.S. Tkachenko |
| author_sort | Y.N. Gut |
| collection | DOAJ |
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<p><strong>Context and relevance.</strong> The success of pedagogical activity partly depends on the availability and level of professional competencies, as well as the initiative in the continuous self-development of teachers. <strong>Objective.</strong> The analysis examines the relationship between the indicators of psychological characteristics of personality and the level of readiness of teachers for innovation. <strong>Methods and materials. </strong>The study participants were teachers of educational institutions in Belgorod (n = 120), of whom: 77 women, 43 men. The study of the current state of teachers' readiness for innovation was conducted using the methodology "Assessment of a teacher's readiness to participate in innovation" (V.A. Slastenin); the questionnaire "Big Five" (5-PFQ) R. McCrae, P. Costa; the questionnaire "Style of self-regulation of behavior-SSP-98" (V.I. Morosanova); questionnaires "Barriers preventing the development of innovations" (T.V. Chirkova). <strong>Results.</strong> The results showed that 33% of teachers of educational institutions are ready for innovation, they are characterized by high rates of self-regulation and regulatory personality traits; openness to experience, extraversion and benevolence. <strong>Conclusions.</strong> A high level of general self-regulation is one of the main conditions for success in the development and implementation of new types of activities. In this regard, the development of self-regulation processes will help to increase the level of psychological readiness of teachers for innovation.</p> |
| format | Article |
| id | doaj-art-7e7c6a8ca04d413b8f9ee5c29c9c895f |
| institution | DOAJ |
| issn | 1814-2052 2311-7273 |
| language | Russian |
| publishDate | 2025-06-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психологическая наука и образование |
| spelling | doaj-art-7e7c6a8ca04d413b8f9ee5c29c9c895f2025-08-20T03:03:49ZrusMoscow State University of Psychology and EducationПсихологическая наука и образование1814-20522311-72732025-06-01303859910.17759/pse.2025300307Psychological prerequisites and barriers to innovative activity of teachersY.N. Gut0https://orcid.org/0000-0001-8505-3846M.K. Kabardov1https://orcid.org/0000-0001-5787-3556A.K. Osnitsky2https://orcid.org/0000-0003-0688-4276N.S. Tkachenko3https://orcid.org/0000-0002-1710-889XFederal Scientific Center for Psychological and Interdisciplinary ResearchFederal state budgetary scientific institution Psychological Institute of the Russian Academy of educationFederal Scientific Center for Psychological and Interdisciplinary ResearchBelgorod State National Research University <p><strong>Context and relevance.</strong> The success of pedagogical activity partly depends on the availability and level of professional competencies, as well as the initiative in the continuous self-development of teachers. <strong>Objective.</strong> The analysis examines the relationship between the indicators of psychological characteristics of personality and the level of readiness of teachers for innovation. <strong>Methods and materials. </strong>The study participants were teachers of educational institutions in Belgorod (n = 120), of whom: 77 women, 43 men. The study of the current state of teachers' readiness for innovation was conducted using the methodology "Assessment of a teacher's readiness to participate in innovation" (V.A. Slastenin); the questionnaire "Big Five" (5-PFQ) R. McCrae, P. Costa; the questionnaire "Style of self-regulation of behavior-SSP-98" (V.I. Morosanova); questionnaires "Barriers preventing the development of innovations" (T.V. Chirkova). <strong>Results.</strong> The results showed that 33% of teachers of educational institutions are ready for innovation, they are characterized by high rates of self-regulation and regulatory personality traits; openness to experience, extraversion and benevolence. <strong>Conclusions.</strong> A high level of general self-regulation is one of the main conditions for success in the development and implementation of new types of activities. In this regard, the development of self-regulation processes will help to increase the level of psychological readiness of teachers for innovation.</p>https://psyjournals.ru/en/journals/pse/archive/2025_n3/Gut_Osnitsky_Tkachenko |
| spellingShingle | Y.N. Gut M.K. Kabardov A.K. Osnitsky N.S. Tkachenko Psychological prerequisites and barriers to innovative activity of teachers Психологическая наука и образование |
| title | Psychological prerequisites and barriers to innovative activity of teachers |
| title_full | Psychological prerequisites and barriers to innovative activity of teachers |
| title_fullStr | Psychological prerequisites and barriers to innovative activity of teachers |
| title_full_unstemmed | Psychological prerequisites and barriers to innovative activity of teachers |
| title_short | Psychological prerequisites and barriers to innovative activity of teachers |
| title_sort | psychological prerequisites and barriers to innovative activity of teachers |
| url | https://psyjournals.ru/en/journals/pse/archive/2025_n3/Gut_Osnitsky_Tkachenko |
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