The article presents the results of the empirical study on the peculiarities of secondary school heads’ professional motives to self-regulation in professional work.
The secondary school heads’ professional motives in general and the peculiarities of their professional motives to self-regulation in professional work were investigated.
The performed empirical research revealed several groups of motives, which allowed us to determine the hierarchy of the important professional motives and their components in secondary school heads’ work, namely: professional motives, motives of personal and professional self-improvement, social motives, pragmatic motives, prestigious motives.
The peculiarities of self-regulation as a professional motive of the secondary school heads, depending on their gender and age, were determined.
The problem of self-regulation is connected with an individual’s psychological ability to be productive, energetic and active even in the conditions of transformational changes in society. It is believed that the main characteristic of subjective activities is their creative nature, the ability to change the world around, which is especially important for personal self-regulation as a factor influencing professional efficiency. This is especially important for improvement of managers’ administrative competence, in particular, the competence of secondary school heads.
The method of “Styles of behavioural self-regulation” was used to estimate styles of managers’ self-regulation in general, and its influence on their professional work.
The article shows that only about one third of the surveyed secondary school heads have a highly formed general style of self-regulation; these poor results can adversely affect head’s professional work.
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