Interaction of cognitive and personal resources of preschool teachers as the condition of improving the quality of education
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
Background. Changing requirements to the level of professional competence of preschool teachers, related to the new priorities in the educational system, entail the necessity of qualitatively different provision of resources, the key role in which is played by the internal resources of the subject of activity.
Objectives. The aim is to identify peculiarities of interaction of cognitive and personal resources of teachers of the institutions with different level of quality of education.
Sample. 526 teaching teams (leader, senior teacher and two or three teachers) participated in the first stage, the second stage (study of cognitive and personal resources) was attended by 117 teachers.
Methods. The following methods were used in the study: the method of diagnosing the resourcefulness of professional thinking (I.V. Serafimovich, E.A. Medvedeva, N.V. Surina); the questionnaire of emotional intelligence EmIn by D.V. Lyusin (Lyusin, 2006); methods for studying subjective well-being (Osin, Leontiev, 2020, p. 136): the emotional aspect of well-being is the subjective happiness scale (Lyubomirsky, Lepper, 1999, adapted by E.N. Osin, D.A. Leontiev, short version (Osin, Leontiev, 2008), and the cognitive aspect is the life satisfaction scale (Diener et al., 1985; adapted and validated by D.A. Leontiev and E.N. Osin, (Osin, Leontiev, 2008).
Results. Positive interrelations of cognitive and personal resources have been established. Institutions with high quality are characterized with balanced uniformity, the institutions with medium quality are characterized with unbalanced focus. Differences in the personal resources’ components among teachers from various organizations were not identified, but there are some in the reflexive component of cognitive resources (teachers working in the organizations with high quality of education have higher level). It is shown that the organizations with medium quality have feeble circumstantiation and development of directions: correctional and developmental work with children with disabilities, ways to support children’s initiative and independence (age-appropriate), conditions for creating a developing subject-spatial environment (transformability, variability, multifunctionality); application of methods of modern planning of educational activities.
Conclusions. The use of research data is related to the possibilities of organizing continuous informal education of teachers of preschool educational organizations through the actualization of cognitive and personal resources, taking into account the deficiencies in the work of educational organizations in building immediate and distant development prospects.
References
Akhmadullina, O.V., Chernyavskaya, V.S. (2024). Intentional education: formation of pedagogical intentionality of preschool teachers. Territory of new possibilities. Vestnik Vladivostokskogo Gosudarstvennogo Universiteta = Bulletin of Vladivostok State University, 16(2), 123–134. (In Russ.). https://doi.org/10.24866/VVSU/2949-1258/2024-2/123-134
Asmolov, A.G., Logvinova, I.M. (2016). Teacher — a master of generating meanings in the school of uncertainty. Otechestvennaya i Zarubezhnaya Pedagogika = Domestic and Foreign Pedagogics, 4(31), 8–14. (In Russ.). URL: https://www.elibrary.ru/download/elibrary_26562316_48856942.pdf (accessed: 02.04.2025).
Bakker, A.B., de Vries, Ju.D. (2021). Job Demands-Resources theory and self-regulation: new explanations and remedies for job burnout. Anxiety, Stress and Coping, 34(1), 1–21. https://doi.org/10.1080/10615806.2020.1797695
Bayanova, L.F., Khamatvaleeva, D.G. 2022. Review of foreign studies of creative thinking in developmental psychology. Vestnik Moskovskogo Universiteta. Seriya 14. Psikhologiya = Bulletin of Moscow University. Series 14. Psychology, (2), 51–72. (In Russ.). https://doi.org/10.11621/vsp.2022.02.03
Druzhinin, V.N. (2007). Psychology of abilities: Selected works. Moscow: Institute of Psychology of the Russian Academy of Sciences. (In Russ.)
Dukhanina, L.N. 2024. Monitoring the labor market in the field of preschool education as a tool for forecasting and improving personnel policy. Sovremennoye Doshkol’noye Obrazovaniye = Preschool Education Today, (6), 34–47. (In Russ.). https://doi.org/10.24412/2782-4519-2024-6126-34-47
Gogoberidze, A.G., Izotova, E.I., Ezopova, S.A., Novitskaya, V.A. (2023). The concept of preschool education development until 2030: tasks and tools for implementation in the context of a single educational space. Sovremennoye Doshkol’noye Obrazovaniye = Preschool Education Today, (4), 22–34. (In Russ.). https://doi.org/10.24412/2782-4519-2023-4118-22-34
Goncharova, N.A., Zhidkova, O.A. (2024). Emotional intelligence and empathy in self-regulation of activities of employees of internal affairs bodies. Psikhologiya i Pravo = Psychology and Law, 14(1), 107–120. (In Russ.). https://doi.org/10.17759/psylaw.2024140107
Ivanova, T.Yu., Leontiev, D.A., Osin, E.N., Rasskazova, E.I., Kosheleva, N.V. (2018). Modern problems of studying personal resources in professional activity. Organizatsionnaya Psikhologiya = Organizational Psychology, (1). (In Russ.). URL: https://cyberleninka.ru/article/n/sovremennye-problemy-izucheniya-lichnostnyh-resursov-v-professiona... (accessed: 05.04.2025).
Karpov, A.V., Karpova, E.V., Markova, E.V. (2022). Locus of control as a factor in the metacognitive sphere of personality and its specificity in educational activity. Perspektivy Nauki i Obrazovaniya = Prospects of Science and Education, 3(57), 402–421. (In Russ.). https://doi.org/10.32744/pse.2022.3.23
Kashapov, M.M. (2021а). On the methodology of diagnosing the resourcing of professional thinking (for professions of a socionomic type). Human Factor. Sotsial’nyy Psikholog = Social Psychologist, (1), 395–413. (In Russ.).
Kashapov, M.M. (2021b). Functions of explication in the context of professionalization of thinking. Vestnik Yaroslavskogo Gosudarstvennogo Universiteta im. P.G. Demidova. Ser.: Gumanitarnyye Nauki = Bulletin of the Yaroslavl State University named after P.G. Demidov. Series: Humanities, 15(55), 100–109. (In Russ.). https://doi.org/10.18255/1996-5648-2021-1-100-109
Kashapov, M.M., Serafimovich, I.V. (2024). Psychology of resourcefulness of thinking: monograph. Yaroslavl: Yaroslavl Oblast IRO Publ. (In Russ.)
Kholmanskaya, M.V., Koreshnikova, Yu.N., Podolsky, A.I. (2024). How to maintain enthusiasm and avoid burnout in the teaching profession: key factors and recommendations (part 1). Mir Psikhologii = World of Psychology, 1(116), 57–73. (In Russ.). https://doi.org/10.51944/20738528_2024_1_57
Kobzeva, L.N. (2022). Psychological and pedagogical factors in the formation of professionally important qualities of future teachers in the modern educational space. Sovremennyye Problemy Nauki i Obrazovaniya = Modern Problems of Science and Education, (5), 63. (In Russ.). https://doi.org/10.17513/spno.32054
Kochetova, Yu.A., Klimakova, M.V. (2021). Emotional intelligence and types of interpersonal relationships in young people with different sociometric statuses. Psikhologo-Pedagogicheskiye Issledovaniya = Psychological and Pedagogical Research, 13(3), 98–117. (In Russ.). https://doi.org/10.17759/psyedu.2021130307
Koreshnikova, Yu.N., Kholmanskaya, M.V., Podolsky, A.I. (2024). How to maintain enthusiasm and avoid burnout in the teaching profession: Key factors and recommendations (Part 2). Mir Psikhologii = The World of Psychology, 2(117), 122–135. (In Russ.). https://doi.org/10.51944/20738528_2024_2_122
Krutetskiy, V.A. (2012). Some issues of teacher psychology. Vestnik Prakticheskoy Psikhologii Obrazovaniya = Bulletin of Practical Psychology of Education, 9(4), 80–82. (In Russ.). URL: https://psyjournals.ru/journals/bppe/archive/2012_n4/Krutetskiy (accessed: 04.04.2025).
Laktionova, E.B., Matyushina, M.G. (2018). Theoretical analysis of approaches to the study of the problem of positive personality functioning: happiness, psychological well-being, subjective well-being. Izvestiya Irkutskogo Gosudarstvennogo Universiteta. Seriya: Psikhologiya = Bulletin of Irkutsk State University. Series: Psychology, (26), 77–88. (In Russ.). https://doi.org/10.26516/2304-1226.2018.26.77.
Lyubomirsky, S., Lepper H.S. (1999). A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation. Social Indicators Research, 46(2), 137–155. https://doi.org/10.1023/a:1006824100041
Lyusin, D.V. (2006). New method for measuring emotional intelligence: The EmIn Questionnaire. Psikhologicheskaya Diagnostika = Psychological Diagnostics, (4), 3–22. (In Russ.).
Lyusin, D.V., Ushakov, D.V., (eds.) (2009). Social and emotional intelligence: From processes to measurements. Moscow: Institute of Psychology of the Russian Academy of Sciences. (In Russ.).
Markova, A.K. (1996). Psychology of professionalism. Moscow: International Humanitarian Foundation “Knowledge” Publ. (In Russ.)
Mitina, L.M. (ed.) (2022). The Teacher in the Context of Personal and Professional Development: Reality and Prospects: Collective Monograph. Samara: Bakhrakh Publ. (In Russ.).
Osin, E.N., Leontiev, D.A. (2008). Testing Russian-language versions of two scales of express assessment of subjective well-being. In: Proceedings of the III All-Russian Sociological Congress. Moscow: Institute of Sociology of the Russian Academy of Sciences. (In Russ.). URL: http://www.isras.ru/abstract_bank/1210190841.pdf
Osin, E.N., Leontiev, D.A. (2020). Brief Russian-language scales for diagnosing subjective well-being: psychometric characteristics and comparative analysis. Monitoring Obshchestvennogo Mneniya: Ekonomicheskiye i Sotsial’nyye Peremeny = Monitoring of Public Opinion: Economic and Social Changes, (1), 117–142. (In Russ.). https://doi.org/10.14515/monitoring.2020.1.06
Pankratova, A.A., Nikolaeva, M.E. (2022). The relationship between emotional intelligence and the effectiveness of activities and the quality of professional life of novice consultant psychologists. Psikhologo-Pedagogicheskiye Issledovaniya = Psychological and Pedagogical Research, 14(3), 21–37. (In Russ.). https://doi.org/10.17759/psyedu.2022140302
Paramonova, M.Yu., Krotova, T.V., Volobueva, L.M., Osinenko, M.V., Tolkacheva, G.N. (2022). Advanced training of preschool teachers based on the adaptive model of professional development. Pedagogika i Psikhologiya Obrazovaniya = Pedagogy and Psychology of Education, (1), 192–210. (In Russ.). https://doi.org/10.31862/2500-297X-2022-1-192-210
Podolsky, A.I., Idobaeva, O.A. (2016). Psychoemotional well-being of teachers as a factor in the formation of the value sphere of the personality of students. Vestnik Moskovskogo Universiteta. Seriya 20: Pedagogicheskoye Obrazovaniye = Bulletin of Moscow University. Series 20: Pedagogical Education, (1), 127–136. (In Russ.). https://doi.org/10.51314/2073-2635-2016-1-127-136
Regush, L.A. (2015). Possibilities of Crisis Prevention in the Educational Environment. Sotsial’nyye i Gumanitarnyye Nauki na Dal’nem Vostoke = Social and Humanitarian Sciences in the Far East, 3(47), 11–14. (In Russ.). URL: https://www.elibrary.ru/download/elibrary_24999475_98370950.pdf (accessed: 05.04.2025).
Savelyeva, N.Kh., Pavlova, O.Yu., Velieva, L.F., Dovgopolova, L.B. (2020). The process of digitalization of the Russian higher education system. Problems and difficulties. Otechestvennaya i Zarubezhnaya Pedagogika = Domestic and Foreign Pedagogy, 1(72), 30–37. (In Russ.). URL: https://www.elibrary.ru/download/elibrary_44473703_52416512.pdf (accessed: 02.04.2025).
Selwyn, J., Grant, А. (2019). Self-regulation and solution-focused thinking mediate the relationship between self-insight and subjective well-being within a goal-focused context: An exploratory study. Cogent Psychology, (6:1), 1–15. https://doi.org/10.1080/23311908.2019.1695413
Semenov, I.N., Kalashnikov, I.G. (2024). Reflexive-semantic pedagogical psychology of the development of cognitive and metacognitive aspects of the human capital of students and teachers. Vestnik Prakticheskoy Psikhologii Obrazovaniya = Bulletin of Practical Psychology of Education, 21(2), 78–85. (In Russ.). https://doi.org/10.17759/bppe.2024210210
Shadrikov, V.D. (2022). Systemogenesis of human mental qualities. Moscow: Institute of Psychology of the Russian Academy of Sciences. (In Russ.).
Shcherbak, A.P. (2023). Technology of transferring social values of physical culture to the personal level of the child. Instruktor po Fizicheskoy Kul’ture = Physical Education Instructor, (8), 6–12. (In Russ.). URL: https://www.elibrary.ru/item.asp?id=65456268 (accessed: 02.04.2025).
Sungatullina, A.F., Ushakova, O.S. (2022). Professional competence of teachers in the context of the new time and within the framework of the implementation of the Federal State Educational Standard. Mir Pedagogiki i Psikhologii = World of Pedagogy and Psychology, 11(76), 63–70. (In Russ.). URL: https://scipress.ru/pedagogy/articles/professionalnaya-kompetentnost-pedagogov-v-usloviyakh-novogo-v... (accessed: 03.09.2025).
Tolochek, V.A. (2022). Social complementary dyads and resources of subject’s success. Izvestiya Saratovskogo universiteta. Novaya Seriya. Seriya: Akmeologiya obrazovaniya. Psikhologiya Razvitiya = Bulletin of Saratov University. New Series. Series: Acmeology of Education. Developmental psychology, 2(42), 120–132. (In Russ.). URL: https://cyberleninka.ru/article/n/sotsialnye-dopolnyayuschie-diady-i-resursy-uspeshnosti-subekta (accessed: 09.03.2025).
Tolochek, V.A., Timashkova, N.A., Denisova, V.G. (2014). Professional development of subjects of pedagogical activity: positive and negative changes. Vestnik Moskovskogo Universiteta. Seriya 14. Psikhologiya = Bulletin of Moscow University. Series 14. Psychology, (1), 16–32. (In Russ.). URL: https://www.elibrary.ru/download/elibrary_21277890_12849252.pdf (accessed: 02.04.2025).
Veraksa, A.N., Bukhalenkova, D.A., Chichinina, E.A., Kalimullin, A.M., Shatskaya, A.N., Zinchenko, Yu.P. (2024). Digital devices in the life of modern preschoolers. Nauka Televideniya = Television Science, 20(1), 171–215. (In Russ.). https://doi.org/10.30628/1994-9529-2024-20.1-171-215