Creative self-fulfillment and goal commitment of teachers at the stage of entering the profession

Modern education is meant to create conditions for the development and self-development of learners’ personalities. This task can only be achieved by teachers who aim creative professional self-fulfillment self-enhancement; therefore, in context global changes issue self-design carried out subject teaching activity their personal potential gaining new significance. The prerequisites this research are determined necessity possibility involving young pedagogic creativity, which helps them enter profession successfully. Meanwhile, there quite a few obstacles teachers’ self-fulfillment; at stage entering adaptation it, gap between actual action. objective identify value conceptual orientation personality find reasons preventing goal commitment among profession. A total 30 working Moscow schools ages 25 35 took part empirical research. Methods: coaching techniques, written survey (empirical questioning), content analysis mini-essays. It has been found that possible if connection devotion, success, clear teacher. on way include set unjustified restrictions, “hidden” positive ideas oneself one’s individual abilities, misbalance beliefs value-conceptual orientations as well inactivity exaggeration external, environmental, or interpersonal barriers. “Reloading” teacher they focus goals future support such with internal freedom awareness creativity.