A structural‐functional typology of personal potential of educators

The article deals with the problem of personal potential in the context of studying the approaches to designing and implementation of an personal educational pathway of an educator. From the perspectives of the activity-semantic approach and existential psychology, the author considers the components, structure as well as the possibilities of psychodiagnostic, assessment and typology of personal potential as a potential for self-regulation. Personal potential is discussed as a structured integrity that reflects the distinctive features of the system organization and complex architectonics of the personality, promoting psychological well-being and efficiency in ambiguous and stressful situations. Personal potential is made up of optimism, stress-resistance, resilience, personal autonomy, self-efficacy, coping strategies, tolerance to uncertainty, control over activity, reflexivity, etc. The variables in assessing the personal potential are the personal background, the results of the examination tests, indicators of psychological well-being, and efficiency in different activities. Personal potential includes three substructures: self-determination potential, implementation potential and conservation potential, which perform specific regulatory functions in situations of uncertainty, achievement, external pressure or threat. The author describes eight types (profiles) of the educator's personal potential, using a three-substructure theoretical model and a two-level (low and high) substructure evaluation.