Polish Educational Needs of Young Educators in the Context of Transactional Educational Hungers and in Relation to Professional Personality Types

• Joanna Miecznik-Warda

  Humanitas University in Sosnowiec

  https://orcid.org/0000-0003-3144-1688

This paper presents the results of research relating to the educational needs of young pedagogues in relation to their professional personality types. The research was conducted using the Questionnaire of Educational Needs (KPE) and the Holland Occupational Personality Test. Students of pedagogy at the Humanitas Academy in Sosnowiec and students of pedagogy, psycho-prevention and psychological support at the Jan Długosz University in Częstochowa were involved in this research. The KPE study showed a high level of student indications of hunger for recognition and stimulation. When analysing the students' research with the Holland Occupational Personality Test, results were obtained that clearly indicated a dominant social personality. A statistically significant relationship was observed between realistic style and hunger for stimulation, where the stronger the realistic style, the more stimulation it needs; artistic style and hunger for stimulation, where the stronger the artistic style, the more stimulation it needs; conventional style and hunger for structure, where the stronger the conventional style, the more structure it needs. Research into the individual differences of prospective teachers within their personality traits, coupled with an examination of their educational needs, can provide solutions to many educational problems, as well as pointing the way to better teacher education.

1. Joanna Miecznik-Warda, Humanitas University in Sosnowiec

   Assistant Professor, Deputy Director of the Institute of Pedagogy, teacher at the "Twoja Przyszłość" Private School Complex in Sosnowiec, early school educator, school educator, educational therapist, Rational Behavior Therapy therapist, mediator, and mnemonic techniques trainer. In her research, teaching, and therapeutic work, she employs innovative teaching/learning strategies and cognitive methods. She is the author of a monograph and articles on teaching effectiveness and cognitive education.

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