Conditions for self-actualization of teachers of higher education institutions

The article problematizes the vision of self-actualization of teachers of higher educational institutions in the context of professional activity. The contradictions between the new needs of society and the higher education system and the insufficient study of the features of the process of self-actualization of teachers of higher educational institutions are identified. The need to solve the problem of self-actualization of teachers is noted, which can significantly contribute to improving the efficiency of higher educational institutions. It is stated that the methodological side of the problem of studying the self-actualization of a person lies in the insufficient definition of this concept. Approaches to understanding the concept of personality self-realization are analyzed, the essential principles of this phenomenon are generalized. The definitions and indicators of self-actualization of teachers of higher educational institutions have been clarified: general civil qualities, moral and psychological qualities, scientific and pedagogical qualities, individual psychological characteristics, professional and pedagogical abilities. The results of an empirical study of the level of self-actualization of teachers of higher educational institutions are presented. An insufficient level of self-actualization of the studied teachers of higher educational institutions is established, the expediency of increasing the self-actualization of teachers of higher educational institutions is noted. It is emphasized that the effective self-actualization of teachers of higher educational institutions in their professional activities requires a complex of certain conditions that act in the unity of the subjective and objective aspects. The subjective and objective conditions for self-actualization of the teacher of the institution of higher education have been determined