SELF-AWARENESS AND SELF-IMPROVEMENT AS THE BASIS FOR OF PROFESSIONAL GROWTH AND SELF-REALISATION

Abstract

The article deals with the topical issue of emotional intelligence (EI) in the structure of creative potential (CP) and the main components of teacher's emotional competence (EC) in terms of his/her competitiveness. Today, the attention of scientists is focused on the concept of ‘emotional competence’.  It is a constitutive component of EI and depends on its formation and the integral property of the individual to use the ability to achieve the goal. However, the state of uncertainty, doubts, and hesitations regarding the distinction between these two terms (EI and EC) and their definitions has led to the consideration of this topic. The aim is to reveal the structure, essence of the concept of EC, its constituent functions on the basis of studying and analysing psychological and pedagogical literature and generalising scientific approaches to managing the development of teachers' creative potential (MTCP). Theoretical research methods (study of scientific literature, analysis, systematisation, specification, comparative analysis, generalisation of information) and empirical methods (modelling) were used. The main theoretical approaches to the definition of creative potential, competition, EI and the place of EC in the process of professional development of an individual are substantiated. The views of foreign and domestic scholars on these concepts are presented. It is proved that the basis of EC is EI. The attention is focused on the allocation of ‘emotional competence’ as an independent concept on the basis of mastering the category of ‘emotional intelligence’. EC is defined as the ability to feel the emotions of an individual and is a key factor in success.   It is noted that the level of EC has an impact on creative activity and professional growth.  The analysis of this problem establishes its core functions in relation to teacher competitiveness.