Authenticity in the Ukrainian Teacher’s Workplace

  • Valery Zlivkov Institute of Psychology NAPS
  • Svitlana Lukomska Institute of Psychology NAPS
  • Olena Kotukh Institute of Psychology NAPS
Keywords: Authenticity; identity; psychological well-being; self-realization; pedagogical activity; socionomic professions


Authenticity is an important quality of the teachers who, along with identity, forms the basis of their professional competence. However, in Ukraine there are no adapted diagnostic methods for personality authenticity study. In such circumstances, adaptation to the Ukrainian sample of Authenticity Scale (Wood & Linley, 2007) and Authenticity Inventory (Kernis & Goldman, 2005) is very relevant. According to the results of the reliability check of Authenticity Scale  in the Ukrainian translation, this methodology is a reliable tool for authenticity research (α = 0.93). All indicators of alpha Kronbach's AI-3 questionnaire in the Ukrainian-language translation are in the range of 0.84 and 0.93, which indicates the high reliability of the subscale of this questionnaire. Results of Correlation Analysis of Authenticity Questionnaires and AI-3 showed the existence of significant positive relationships between these methods (r: min = 0.500, max = 0.961), which proves their possibility of application in the complex study of the identity of the individual. It is concluded that teachers are characterized by an average level of authenticity, which testifies to the understanding of the teachers of their true self, but the impossibility of its best to show, due to certain requirements for professional pedagogical activities, the need to meet more social role than to show their individuality. Teachers are characterized by such a component of authenticity as "orientation on relationships", that is, openness and honesty in interaction with other people.


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How to Cite
Zlivkov, V., Lukomska, S., & Kotukh, O. (2018). Authenticity in the Ukrainian Teacher’s Workplace. Fundamental and Applied Researches in Practice of Leading Scientific Schools, 27(3), 196-200. Retrieved from