Research of self-actualization’s levels of teachers of professional preliminary education institutions

The article considers the problem of self-actualization of teachers of professional preliminary education institutions (PPEI), presents the results of empirical research, which revealed the distribution of teachers PPEI by levels of self-actualization and characterized the indicators of teachers' affiliation to a certain level. The results of cluster analysis according to the indicators of SAT Shostrom's methodology are highlighted, according to which 5 clusters of researched teachers were identified, each of which was correlated with a certain level of self-actualization. The first cluster included teachers with high self-actualization. The second cluster included subjects with self-actualization rates mostly below average. The third cluster consisted of respondents with average self-actualization. The fourth cluster includes those with the lowest rates of self-actualization. The fifth cluster consisted of teachers of v professional preliminary education institutions with self-actualization rates, which are mostly above average. According to the generalization of the results of cluster analysis, the distribution of teachers of vocational colleges by levels of self-actualization is determined. The conducted empirical research allowed revealing that pedagogical workers of professional preliminary education institutions are characterized by insufficient level of self-actualization. Less than a third of them have high and above average levels of self-actualization, a quarter – average, and about half – below average and low. It is concluded that the insufficient level of self-actualization of the vast majority of teachers of vocational higher education institutions can negatively affect both their professional development and the quality of their professional activities. The expediency of development and approbation of the model and program of assistance of self-actualization of teachers of professional preliminary education institutions in specially organized psychological training is stated.