IDENTIFYING TEACHERS’ LEVEL OF READINESS TO SUPPORT STUDENTS’ SELF-DETERMINATION

Abstract

Currently, the aggravated contradiction between the society need for the readiness of students
to self-determination and the level of teachers’ training to support students’ self-determination
causes new techniques to measure teachers’ readiness to be developed. The purpose of the article
is to describe a technique to determine the level of teachers’ readiness to support students’ selfdetermination.
The technique will help to realize teachers’ attitudes to the importance of supporting
self-determination as a professional function and their interest in its implementation. The research
had several stages, at each stage the relevant theoretical and empirical methods were used.
An integrated approach to the problem made it possible to synthesize theory, to develop the technique
aimed to determine the level of teachers' readiness to support students’ self-determination,
and to measure the level of teachers’ readiness. The methodology was applied in secondary
schools of the Krasnoarmeyskiy district of the Chelyabinsk region, where the average level of
teachers’ readiness to support students' self-determination was revealed. The presented technique
can be used to prepare teachers to support students’ self-determination and to increase their level
of readiness to perform this professional function.