Self-Improvement of Teachers at General Secondary Education Institutions: Conceptual determination

Abstract

The relevance of the article is due to the globalisation and European integration transformations of modern
society, in which education is becoming one of the basic institutions, and the teacher at a general secondary
education institution (hereinafter referred to as GSEE) is its key figure capable of continuous self-improvement
throughout life. The purpose of the article is to identify the conceptual determinants of the self-improvement of GSE
teachers. The initial basic phenomena of the article are analysed, namely: ‘self-improvement’, and ‘determination’.
The signs of self-improvement (awareness, purposefulness, integrity, subjective activity, effective and creative
character, self-determination) are presented. The conceptual determinants of teachers’ self-improvement are
substantiated, which the authors consider to be: H. Kostiuk’s personality theory, which determines the logic
of the process of self-improvement of a teacher of general secondary education in unity with his/her selfdevelopment towards achieving a high level of professionalism; humanistic concepts of A. Maslow and C. Rogers,
related to the phenomenon of self-actualisation of the individual as a desire for self-expression, realisation of one’s
potential and continuous self-improvement; axiopsychological concept of personality of Z. Karpenko, which is
based on the phenomenon of axiogenesis as a movement from lower to higher levels of the value-sense sphere
of personality on the basis of the principle of integral subjectivity, which provides the logic of relative, mono-, poly-
, meta- and absolute subject, which determines a certain consistent algorithm of the dynamics of motivational
and value aspects of the teacher’s self-improvement; subjective-actual psychology of V. Romenets and V. Tatenko,
which operates with such essential categories for teacher self-improvement as activity (situational, suprasituational, integral), initiative, responsibility, attitude to oneself as a subject of activity; the concept of reflexive
determination of V. Zhelanova, which interprets reflection as a cross-cutting meta-process that permeates and
determines all components of the phenomenon of self-improvement