The Empirical Results of the Managers of Pedagogical Institutions of Higher Education by the Creative Indicators of a Personality

The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.

Also we used experimental methods, such as statement research. At the beginning of the empirical study, we were interested primarily in the questions of the influence of psychological and emotional qualities of the leader on his/her ability to create. In the scientific literature (Onufriieva, 2017) it is noted that emotional qualities are explicated in practice mainly through human nature. They have both a genetic and a social basis (Хупавцева, 2020). Many scientists have studied the relationships between the emotional qualities of the individual and their ability to provide professional creativity, which has led to a fairly understanding through the list of these qualities. However, they have not been confirmed by the practice of their connection with the ability to explicate professional creativity.

In such a way the aim of our research is to study the mental (or intellectual qualities) of the managers of educational institutions and their connection with the professional creativity of the individual.

This study has also been carried out by many scientists (Mykhalchuk & Kryshevych, 2019), but in general the results having been obtained by them coincide with the fact that a low level of intelligence inhibits a person's ability to create, but a high level does not necessarily indicate that the person is a creative person. However, these studies did not apply to employees of the pedagogical sphere of the activity, but even more so to the managers of educational institutions.

The research included three stages, during 2018--2021. The first stage was preparatory one, which included the selection of methods, creation and standardization of the author's questionnaire with the aim of measuring different types of anxiety, providing expert assessment. The second stage was actually our research. It dealt with the collection of psychodiagnostic data.

The sample of respondents included managers of educational institutions:

-- group F1 -- 24 directors of preschool educational institutions (preschool institutions of Rivne and Rivne districts, from Kyiv, Odessa and Kamianets-Podilskyi);

— group F2 -- 48 directors of general secondary educational institutions (Rivne and Rivne districts, Kyiv, Odesa, Kamianets-Podilskyi);

— group F3 -- 28 rectors and vice-rectors of institutions of higher education (Rivne State University of the Humanities, International Economic and Humanitarian University named after Stepan Demianchuk, Kamianets-Podilskyi National Ivan Ohiienko University, Pereiaslav-Khmelnytskyi State Pedagogical University named after Hryhorii Skovoroda, Lutsk National Technical University, Volyn National University named after Lesia Ukrainka).

This sample is representative due to its number. The groups were formed by the method of randomization. Group F1 included only women. The group F2 consisted of 18 men and 30 women, group F3 -- 18 men and 10 women.

The third stage of our empirical research was the statistical analysis of the obtained results. The obtained data were processed by us using the computer package of statistical programs «Statistica»: version 12.5.192.7, by designing numerical data tables. The criterion ф* was used, it is the criterion of Fisher's angular transformation, which was designed to compare two samples by frequency of occurrence of the effect of respondents' interests on the researcher.

The research program included the following methods:

1. Cattell's 16-PF personality questionnairy (Тест Кеттелла, 2021) and FPI (Тест FPI, 2021).

2. Test «Social Intelligence» by J. Guilford and J. L. O'Sullivan (adapted by O. Mykhailova) (Гилфорд & О'Салливен, 2020).

This technique has the aim to measure the general level of social intelligence and general abilities of the person to understand the human behavior of other people. This test includes four subtests: the first one has the aim to identify the ability of the person to predict the consequences of his/her behavior; the second one determines the ability to reflect nonverbal ex- pressions of the person's behavior; the third subtest shows the ability to reflect adequately the verbal expressions of the person's behavior; the fourth one determines the man's ability to understand the logic of complex situations, also the situations of interpersonal interaction.

The general level of the development of social intelligence of a person is determined on the basis of composite assessment.

3. Spielberger-Khanin's Reactive and Personal Anxiety Scale (Шкала реактивної та особистісної тривожності Спіл- бергера -- Ханіна, 2013). It was created by Ch.D. Spielberger in 1976, and adapted and standardized by Yu.L. Khanin in 1978. This technique allows psychologists to determine the level of anxiety of the individual as a kind of individual sensitivity to stress situations and as a trait of the personality, which is characterized by the tendency of a respondent to some extent to feel situations of anxiety, fear and so on.

4. Also we used «The Methodology of measuring anxiety in the professional activities of managers» (Михальчук, Набо- чук & Івашкевич, 2021). This Methodology has the aim at identifying anxiety related to management activities, relationships and self-esteem, developed and standardized by us for the purposes and objectives of our empirical study.

5. The Methodology «Personality Orientation Test» (V. Smekalo & M. Kucher) (Тест В. Смекала и М. Кучера «Направленность личности», 1997). This technique is used to determine the creative orientation of the specialist. The text contains 27 statements; three answer options are offered in each task. Respondents have to choose one of the suggested answers in response to each statement.

This technique identifies the following types of focus: self-focus, focus on the job (profession), focus on solving a problem or a task. We believe that creative orientation can be diagnosed as a focus on a specific in some cases, because the explication of creative person traits is occurred in the process of the person's professional activity. Then, according to the key, the level of creative orientation of the specialist was determined.

6. The author's «Methodology for assessing the ability of managers to be creative» (Набочук, 2021).

7. Culturally independent intelligence test of R. Kettell («Культурно-независимый тест интеллекта» Р. Кеттелла, 2020) (used to assess general intelligence).

Results and their discussion

So, we will describe the results having been obtained by us at the first stage of the pilot study. In group F1 the average level of the development of social intelligence was diagnosed in 39.4% of respondents, the level below average -- for 33.1% of respondents, above average -- for 27.5%. Among them a high level of situational anxiety according to the Spielberger -- Khanin's scale (Шкала реактивної та особистісної тривожності Спілбергера -- Ханіна, 2013) was found in a case of 27.4% of respondents, a low level -- for 35.6% of managers, while high personal anxiety was found in a case of 23.1% of respondents, and a low level is in 14.7% of cases. The values of anxiety indicators, which are related to professional activity (PA), interpersonal relationships (IR) and self-esteem (SE) according to our methodology were such as: high rates of PA were found in a case of 51.6% of respondents, a low level -- in 7.5% of cases, we diagnosed high rates of SE in 35.6% of cases, and a low level -- in 5.2% of cases. High levels of anxiety were associated with self-esteem; they were found in 24.5% of cases, a low level -- in 15.2% of cases.

The obtained results were processed with the help of the computer package of statistical programs «Statistica»: version 12.5.192.7. Comparison of the results revealed the following: the correlation coefficient between social intelligence and situational anxiety for group F1 was --0.338 (at the level of significance p < 0.05); between social intelligence and personal anxiety it is --0.167 (the coefficient is not significant). The correlation coefficients between social intelligence and anxiety, which is associated with management activities, with interpersonal relationships, with self-esteem are the following: --0.771 (at the level of significance p < 0.01); --0.135 (the coefficient is not significant); --0.339 (5% level of significance).

We described our empirical research with the aim to establish the level of the formation of creative motivation and creative orientation of the managers of pedagogical educational institutions, as well as their social intelligence and anxiety as individual characteristics, which would allow us to formulate psychological factors which determined the ability of leaders to professional creativity. A link has been established between social intelligence and the anxiety of educational leaders. Significant negative correlations were found between social intelligence and situational anxiety, as well as between social intelligence and activity-related anxiety and self-esteem. We also attribute the latter to the fact that the testing situation has caused concern due to the mediocre development of social intelligence, the inability to predict exactly how test results will affect respondents' professional performance, how they will affect their social status and their perceptions of themselves. On the other hand, this effect is mutual, anxiety or rather its main cognitive component, associated with negative expectations of respondents about their capabilities and assessment of the test situation in such a way it could contribute to increased tension, significantly worsening our results.

At the same time, the lack of significant links between social intelligence and personal anxiety, associated with different relationships is explained by the fact that anxiety as a personality trait is associated with deep psychological problems, characterizing the individual's personal experience, and low level of social development. Social intelligence contributes to the uncritical perception of various situations of interpersonal interaction. It follows that individuals with high levels of anxiety are more likely to feel anxious in interpersonal situations, when they are unable to predict the consequences of their behavior due to low levels of social intelligence and analyses how future events will be developed. From this information we can conclude that due to the formed ability to understand ourselves and others, we can simultaneously reduce the level of anxiety of the person, primarily because in the situations of interaction with others a person will assess himself/herself as a safe one. As a result, the situation will be completely clear to the person himself/herself.

Thus, we can predict that a high level of social intelligence and a low level of anxiety facilitate the head of an educational institution to providing a high level of creativity. However, this conclusion needs additional substantiation on the stages of our empirical study.

The data of the respondents having been obtained by us on the basis of creative motivation and creative orientation of the person (Table 1) indicate that the heads of educational institutions of groups F1--F3 have a rather mediocre level of the development of these indicators. It should be noted that according to the results of creative orientation, the respondents received higher indicators (data on creative orientation in different types of professional activities and in the process of interpersonal interaction).

Table 1 The results of the managers of pedagogical educational institutions by the indicators of «creative motivation» and «creative orientation of the person» (in points, according to the results of factor analysis, statement study)