VALUE-MEANING SELF-REGULATION OF FUTURE EDUCATION MANAGERS: THEORETICAL-EMPIRICAL STUDY OF STRUCTURAL COMPONENTS

• Vladyslav Pelekh

  National Academy of Educational Sciences of Ukraine

  https://orcid.org/0009-0004-4049-4567

The article is devoted to identifying and describing the factor structure of value-meaning self-regulation of future education managers and determining the key factors that determine the development of this phenomenon in the process of professional training. It is noted that the study involved higher education students (n=120) who are studying under education manager training programs in higher education institutions of Ukraine. A complex of psychodiagnostic methods was used, including the author's method for determining the level of value-meaning self-regulation of future education managers. For data processing, factor analysis using the principal component method with varimax rotation, descriptive statistics, Pearson correlation analysis, Student's t-test, and one-way analysis of variance ANOVA (SPSS 26.0) were applied. Based on the obtained results, it was concluded that value-meaning self-regulation is a holistic systemic mental formation that integrates personal, motivational, cognitive, and sociocultural aspects. The identified factor structure is presented as a theoretical basis for developing programs for forming value-meaning self-regulation in future education managers.

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