Self-consciousness of Higher Education Instructors as Determinant of Personal Growth

摘要

The present paper discusses the significance of the self-consciousness concept for professional and personal growth of the higher education instructor. Theoretical and practical relevance of investigating the self-consciousness of higher education instructors was noted, level of knowledge of this problem was analyzed. Purpose of research: examine the phenomenology of self-consciousness in higher education instructors in the traditional university environment in the situation of professional and personal growth. Target of research: components of the self-consciousness of the higher education instructor. The subject of this research is the comparative analysis of relationships between structural components of the self-consciousness of the instructors who took part in a "self-analysis" exercise versus the reference group. Personal growth criterion was changes in the content and level of the following self-consciousness factors: cognitive and emotional-behavioral characteristics and symptoms reflecting the professional and personal problems of the instructors. Respondents were instructors from different departments (philology, history, journalism, sociology) with seniority of at least five years. The paper presents the findings of the empirical research in the relationships between the self-consciousness components and provides interpretation of the findings. The research material can be useful for higher education instructors, psychologists and teachers researching the self-consciousness of the subjects of educational environment. The data presented in the paper can be used for planning psychological support programs targeted at higher education instructors, personal growth exercises and training programs for instructors and students of education and psychology colleges.