Research on types of self-actualization of future masters in pedagogy

Abstract

Purpose is to identify types of self-actualization of future Masters in Pedagogy in the dimensions of educational and professional activity. The psycho-diagnostic instruments applied are valid and reliable. Three levels of statistical processing were used: 1) descriptive frequency characteristics; 2) coefficients for establishing statistical significance; 3) k-means clustering for identifying types of self-actualization of the research participants. The main concepts of А. Maslow’s theory of self-actualization (1970) comprise methodological foundations of the empirical research. The study shows that in descriptive frequency characteristics there were no statistically significant differences with similar dimensions. Spearman’s correlation analysis (rs) and correlation matrix allowed comprehending the variety of statistically significant content correlations of the examined phenomenon. K-means clustering made it possible to identify four types of the respondents’ self-actualization: “Creative self-actualization” (n=32; 14.34%), “Hyperactive self-actualization” (n=60; 26.91%), “Egoistic self-actualization” (n=72; 32.29%) and “Life self-actualization” (n=59; 26.46%). Appropriateness of implementing the research results in organization of educational and scientific training for Masters in Pedagogy was empirically established and theoretically substantiated.