THE INFLUENCE OF GENDER AND AGE FACTORS ON THE FORMATION OF PROFESSIONAL SELF-IDENTITY OF FUTURE TEACHERS
DOI:
https://doi.org/10.28925/2412-0774.2025.4.3Keywords:
age factor, factor spheres of a teacher’s personality, gender factor, image of a professional teacher, personal qualities of a teacher, professional self-identification.Abstract
This article is a continuation of a series of works devoted to the study of the perceptions of higher education students who plan to work in the “human-human” system regarding the personal qualities of a professional in the chosen field. The research methodology was first applied by the authors in the study of the influence of the gender factor on the development of the image of a lawyer among law students. The work highlights the results of a study of the peculiarities of the formation of the image of a teacher among higher pedagogical education students at the initial stage of their professional self-identification, based on their perceptions of the personal qualities of an effective and successful teacher of a general secondary education institution. The study was conducted using Google Forms. 92 students pursuing a qualification as subject teachers within Ukraine’s general secondary education system participated in the survey. The results of the study showed that the influence of the gender factor on students’ perceptions of the personal qualities of a teacher (d (Cohen’s d) = 1.695) is significantly greater than the influence of the student’s age factor (d (Cohen’s d) = 0.774). During the process of student education (advancement along his educational trajectory), there is a change in priorities regarding the assessment of the teacher’s personal qualities towards increasing the importance of his intellectual qualities. Using factor analysis methods, three clusters were identified that characterize the regulatory-volitional (the factor of “personality strength”), communicative-behavioral (the factor of “social normativity”) and intellectual (the factor of “cognitive abilities”) spheres of the teacher’s personality. The structural features of the obtained clusters can be the basis for developing methods for assessing the professional activity of both a future teacher and a teacher at the beginning of their pedagogical career, when the active phase of their professional self-identification continues.
The study was conducted within the framework of the planned scientific research “Assessment of the Professional Activity of teaching staffs” (RC No. 0124U000273).
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