Creativity of Foreign Languages Teachers in Ukrainian Higher

Education Institutions: Empirical Data

Kateryna S. Balakhtar

1,2 a

, Olena I. Bondarchuk

2 b

and Serhii E. Ostapov

2 c

Yuriy Fedovych Chernivtsi National University, 5 Sadova Str., Chernivtsi, 58012, Ukraine

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Keywords:

Creativity, Foreign Languages Teacher, Creative Components, Value Component, Cognitive Component,

Behavioural Component, Individual Psychological Factors, Organizational and Professional Factors.

Abstract:

The study highlights the problem of creativity of foreign languages teachers of higher education as a pow-

erful resource for self-realization and the development of the personality of higher education student. The

research aims at describing the teachers’ creativity as their ability to creative non-standard thinking, to ef-

fectively solve complex problems of both professional activity and their own lives. The article highlighted

the results of empirical research of value, cognitive and behavioural components and individual-psychological

and organizational-professional factors of creativity of foreign language teachers. According to the results

of ANOVA, there were established statistically signiﬁcant differences in the manifestations of creativity of

foreign language teachers depending on their gender, age and organizational and professional characteristics.

We offer the structure of the program of the development of creativity of the foreign languages teacher di-

rected on the development of value, cognitive and behavioural components and individual-psychological and

organizational-professional factors.

1 INTRODUCTION

At the age of innovative changes, unpredictable and

ever-changing life demands the evolutionary transfor-

mations in all ﬁelds, including education. According

to Kozbelt et al. (Kozbelt et al., 2010), these changes

are impossible without the development of creativity.

Since this development takes point from education,

to form the foreign languages teacher’s creative po-

tential has becoming an urgent request. Moreover,

the education base is creativity due to Guilford (Guil-

ford, 1967), which expands the teacher’s worldview;

makes them to solve serious problems; promotes per-

sonal development; diversiﬁes life; strives to self-

realization and self-actualization.

The World Economic Forum in Davos at 2016 pre-

dicted that creativity in 2020 would be one of the three

most essential skills that employers will value in their

employees, along with critical thinking and compre-

hensive problem-solving. This forces higher educa-

tion institutions to form an institutional environment,

https://orcid.org/0000-0002-9154-9095

https://orcid.org/0000-0003-3920-242X

https://orcid.org/0000-0002-4139-4152

a creative teaching community capable of developing

creativity, creative thinking, and involving students

in the production of creative knowledge at all levels

(Council of the European Union, 2007).

Increasing creativity in the educational process al-

ways begins with the education of teachers (Rinke-

vich, 2011), the formation of their competencies,

which depends on motivation, competence content of

the educational process and the competence of re-

search and teaching staff and regulated by the Law of

Ukraine “On Higher Education”, Standards and Rec-

ommendations on quality assurance in the European

Higher Education Area, Tuning Educational Struc-

tures in Europe (Gonz

alez and Wagenaar, 2008) and

other normative legal acts, administrative documents

which are in the ﬁeld of responsibility of higher edu-

cation institutions in the context of their autonomy.

In changing real-time conditions, teachers of

higher education institutions by the requirements of

international institutions to form general and special

competencies of graduates (Gonz

alez and Wagenaar,

2008; Bakum and Morozova, 2015; Kazhan et al.,

2020) should demonstrate a high level of effective de-

velopment and implementation of innovative educa-

tional technologies, forms, methods and techniques

Balakhtar, K., Bondarchuk, O. and Ostapov, S.

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data.

DOI: 10.5220/0010920500003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 81-96

ISBN: 978-989-758-558-6

in the organization and content of the educational

process (Kulbashna, 2014; Savchenko et al., 2018).

Teachers have to not only be creative and productive

in any reformations but also: interact effectively in

society; adequately respond to challenges; and acti-

vate their creative potentials. Thus, a modern gradu-

ate is ready to perform novel unexpected professional

tasks that exceed knowledge and experience and re-

quire non-standard creative solutions from him or her.

Teachers have a pivotal role to play in creating a

quality experience for students and providing condi-

tions for the acquisition of new knowledge, compe-

tencies and skills (Smidt, 2015). And it is impossible

to do without critical and creative thinking (Vlasenko

et al., 2020), highly developed imagination, aesthetic

worldview, and openness to new life and professional

experience, ﬂexibility, originality and so on.

Hence, to form a creative personality, it is rele-

vant to: create an appropriate creative environment,

promote the development of a high level of creative

abilities, creative potential and be inclined to creative

activity, etc. “High educational institution has always

been a place of creativity but in the XXI century.

There are much higher requirements for educational

institutions - to become a creative teaching commu-

nity, where students participate in the production of

creative knowledge at all levels” (Korniyenko, 2021).

Creativity is essential both in the theoretical and

practical activities of higher education teachers. Af-

ter all, as Zhuravlova and Filonenko (Zhuravlova and

Filonenko, 2012) point out, a creative teacher per-

ceives problems from a different angle, does not turn

into a stereotypical solution to the problem, but solves

it in an intriguing new way. The creative teacher per-

sonality is characterized by originality, tolerance to

uncertainty, openness to new informative and thor-

ough knowledge, diligence and self-demands. These

allow the teacher to create new products and imple-

ment them in professional activities.

Hence, creative teaching is important in all ﬁelds

of education, as a creative foreign languages teacher

of higher education improves and develops students’

creativity, their perception about creativity, and assists

with a successful way into further life.

But the main outcome of creative teaching is that

creative foreign languages teachers of higher educa-

tion institutions teach their student how to upgrade

their creative ideas, beliefs and behaviour (Morris,

2006). In addition, creative teaching is natural part

of foreign languages teachers of higher education in-

stitutions. Accordingly, foreign languages teachers of

higher education institutions have three advantages in

creative teaching, i.e. all languages are naturally cre-

ative; languages classes are unlimited in time of top-

ics, and the visualization of real life situations through

different tasks in the classes (Stepanek, 2015).

Creativity of foreign languages teachers of higher

education institutions acquires special meaning, as

it is a powerful resource for the development of

student’s personality of higher education institutions

(Moskaliova, 2014), promotes the development of

constructive, critical thinking and professional com-

petence.

Therefore, the teacher’s creativity, his ability to

creative non-standard thinking, the ability to effec-

tively solve complex problems of both professional

activity and his own life are of particular importance

(Balakhtar, 2019b,c). Consequently, the present study

has aimed to explore the peculiarities of creativity of

foreign languages teachers of higher education insti-

tutions.

2 LITERATURE REVIEW

Around the world, there are many scholars, scientists

and theorists who have made a great contribution to

research about creativity. Creativity is seen by many

researchers in terms of novelty, originality, productiv-

ity, problem-solving ability, the ability to be reﬂex-

ive and risky (Amabile, 2001; Tanggaard, 2011). To

identify the concept of creativity, it is better to differ-

entiate the terms of creative potential, creative actual-

ization and creative talent (Barbot and Lubart, 2012;

Besanc¸on et al., 2013).

Walberg (Walberg, 1988) stated that the creative

potential is hidden skill to generate the effective orig-

inal work which is a part of personal’s capital. Cre-

ative potential is a mixture of resources becoming

functional with aspects of motivation, cognition and

personality (Sternberg, 2020; Sternberg and Lubart,

1995). The personal’s achievement, which is cre-

ative, considers as creative actualization. Therefore,

creative talent is an ability to produce creative work

(Besanc¸on et al., 2013).

Among modern Ukrainian researchers, a signiﬁ-

cant groundwork in the development of the concept

of creativity as a deep, initial and completely “natu-

ral” personality traits, mechanisms of creative think-

ing, the creative potential was made by Maksymenko

(Maksymenko, 2013), Moliako (Moliako, 2007) and

others.

Particular attention in the context of the problem

under study deserves the work of scientists devoted to

the study of the psychological characteristics of the

creative potential of heads of general educational in-

stitutions (Bondarchuk and Pinchuk, 2015) as a fac-

tor in constructive solutions to managerial problems

AET 2020 - Symposium on Advances in Educational Technology

(Moskaliova, 2014), the formation of communicative

competence of leaders of educational organizations

(Briuhovetska, 2010), the formation of a creative style

of activity, knowledge and development of intellec-

tual and creative abilities (Sologub, 2005, p. 4-5) and

others.

Hence, creative potential speciﬁes the mixture

of individual and contextual resources becoming ef-

fective in a creative work within motivation, cogni-

tion and personality factors (Sternberg and Lubart,

1995). Importantly, Sternberg and Lubart (Sternberg

and Lubart, 1995) determine creativity is more than a

combination of an individual’s resources.

Scholars consider on the three points: creativity is

impossible if there are some thresholds for some com-

ponents (for instance, knowledge) even when other

components are high; some compensation prevails

when one component is more powerful than the other

one and confront it (e.g. knowledge versus motiva-

tion); creativity is in process when all the categories

are present and active (Sternberg, 2020).

The system of knowledge, skills and abilities is

dominant in the activity of teachers. It is vital to de-

velop the mental qualities, types and forms of think-

ing (including critical) depending on the speciﬁcs

of professional activity. According to Makarenko

(Makarenko, 2017), the cognitive component relies

on the intellectual sphere and reﬂects “awareness and

knowledge of reality about the profession, possession

of a set of theoretical and practical knowledge on

which praxeological foundations of professional ac-

tivity and practical thinking, and ways of acquiring

knowledge are based”.

Knowledge serves as a “special form of spiritual

assimilation of the results of cognition, the process of

reﬂecting activities, which is characterized by aware-

ness of their truth”. Assimilation of knowledge is

characterized by purposefulness, systematicity, con-

sistency, logic and meaningfulness. Knowledge deter-

mines the teacher’s attitude to morality, work, value

system, activity and reality in general.

The recognition of the values has a signiﬁcant role

as certain beliefs remain a central place in the individ-

ual belief system and serve as guiding principles of

life. Value orientations are a mandatory component

in the professional teacher’s activity, display the life

experience, life goals of the individual, and indicate

what is most in demand for him/her and has a per-

sonal meaning. After all, the internal acceptance of

personally unhesitating senses is an imminent condi-

tion for the personal values formation (Honcharenko,

1997, p. 137). As for personal values, it is, as Radul

(Radul, 2019) notes, aware and accepted by the indi-

vidual general meanings of his life.

A teacher of higher education must have universal

(life, man, tolerant, society, happiness, justice, etc.),

national (national idea, native language, the language

of other peoples, traditions, customs, national sym-

bols, folklore, etc.), civil (democratic) rights and re-

sponsibilities, tolerance for dissenters, respect for the

culture and national traditions of other peoples, reli-

gious tolerance, etc.), family (values of family life: re-

spect, love, mutual aid, the harmony of relationships,

etc.) and personal (education, self-realization, health,

life wisdom, etc.) values (Yanitskiy, 2000, p. 6).

It is worth noting that teachers’ ideas about the

system of values, the hierarchy of its beliefs are rele-

vant today. Thus, Rokeach (Rokeach, 1973) describes

values as a ﬁrm belief that a particular behaviour or

ultimate goal of existence has potential signiﬁcance

from his point of view, and may differ from the op-

posite or opposite behaviour or ultimate goal of exis-

tence. Thus, values act as the standards or the crite-

ria regulating as installations, so and actions, compar-

isons, estimations. In other words, they legitimize the

individual and his environment (Farcane et al., 2019).

Creativity is the foremost quality of a person of

the XXI century and is of paramount importance in

the formation of higher education institutions teach-

ers’ professional and methodological competence, in

general, and teachers of foreign languages in particu-

lar. It “... is a human activity, as a result of which new

material and spiritual values of social signiﬁcance are

created. Creativity, being the work result and indi-

vidual’s efforts, at the same time, always has a social

character” (Rokeach, 1973). Creativity is a process

that contributes to the creation of new. Creativity is

considered as a potential, an inner person resource,

which is a relatively stable characteristic of the indi-

vidual and provides the ability to abandon stereotyp-

ical ways of thinking, acquire the ability to identify

new ways of solving problems or new forms of ex-

pression (Bondarchuk and Pinchuk, 2015; Dyachenko

and Kandybovich, 1998).

According to Hamza and Grifﬁth (Hamza and

Grifﬁth, 2006), teachers should be “accessible,

friendly, knowledgeable, interesting, caring, leaders,

insightful, imaginative, and able to manage conﬂicts,

minimize disruptions and create innovative classes in

the classroom”.

According to Saprykina (Saprykina, 2013), the

components of creativity of the teacher’s personal-

ity are motivation, psychological and pedagogical

knowledge, general erudition, pedagogical intuition,

highly developed intellect, high level of universal cul-

ture, and professional mastery of various methods of

teaching and education. The researcher notes that a

creative teacher is independent, self-reliant and per-

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data

sistent, has high intellectual development, sense of

humour, lively mind and acting character, and is able

to show ﬂexibility in their views.

Achieving the formation of the components of cre-

ativity is complicated by the speciﬁc features of the

pedagogical activities of higher education institutions

teachers, which are characterized by: “a special kind

of subjective professional interaction; multifunction-

ality and increased degree of professional responsi-

bility; the need for continuous self-improvement in

teaching and research; the ambiguity of criteria for

assessing the effectiveness of scientiﬁc and pedagog-

ical activities; increased social requirements for pro-

fessional and personal qualities of the teacher, etc”

(Bondarchuk and Pinchuk, 2020).

The creativity of a higher education institutions

teacher, including a teacher of foreign languages, is

an integral part of personal development, which in-

teracts with creative socio-cultural relationships, in-

tellectual baggage of knowledge and spiritual values,

experience, skills and abilities between all subjects of

socio-pedagogical activities, which necessarily con-

tributes to self-realization, adaptation, socialization

and self-afﬁrmation of the higher education teacher

(Petryshyn, 2014).

A foreign language teacher may implement vari-

ous activities in the process of teaching foreign lan-

guages, which contribute to both the development of

thinking skills and pronunciation of students: “cre-

ation of associations, analysis of cause-and-effect re-

lations, decision-making, problem-solving, creative

thinking” (Puchta and Williams, 2011). The higher

education teacher may carry out the creative teaching

in two ways: a) creatively teach and present educa-

tional material; b) teach for encouraging the develop-

ment of creativity in the personality of each student.

Creative teaching involves the use of ﬁgurative ap-

proaches in the construction of the educational pro-

cess to make teaching more entertaining, exciting and

productive. Teaching for creativity is challenging but

enjoyable, fascinating and efﬁcient. In this case, the

teacher spends more time on: planning the lesson;

creating and developing ideas; evaluating the effec-

tiveness of selected tools and teaching methods; im-

provising, using interactive teaching methods; taking

risks every day; and assuming that the methods and

techniques he/she uses do not always work. Creative

teachers are always ready to experiment, realizing the

need for teaching experience (Guilford, 1959), “ex-

tremely responsible for the quality of teaching, al-

ways energetic, caring about the subjects and cre-

ative” (Volobuieva, 2011).

Buzovska (Buzovska, 2014) considers the peda-

gogical creativity of a foreign language teacher to be

a decisive factor in the development of creativity in

professional activity on the way to the top of ped-

agogical skills. She estimates the components are

creative thinking, production and generation of new

original ideas and approaches, problem-solving un-

conventionally.

According to Morozov (Morozov, 2004), peda-

gogical creativity consists of communicative and di-

dactic components. At the same time, the basis of

communicative creativity is dialogue and improvisa-

tion, and didactic creativity is receptivity to intellec-

tual values and the ability to innovate.

According to Sidorenko (Sidorenko, 2001), the

creativity of a foreign language teacher has contra-

dictions in problematic situations or creative tasks, as

well as objective (social and material) and subjective

(purpose, knowledge, skills, motivation, etc.) prereq-

uisites for development and realization of creativity

in the process of teaching foreign languages, the pres-

ence of novelty and originality in views on the process

and outcome of teaching.

Moreover, the teacher may indirectly inﬂuence the

modelling of value orientations of higher education

institutions students, their behaviour and actions dur-

ing teaching foreign languages. The peculiarity of a

foreign language teacher professional values is due

to his/her teaching a language that, “regardless of

ethnicity and genealogy is one of the most valuable

works of humanity as a civilized community, a reﬂec-

tion of the mentality of the natives, the phenomenon

of identiﬁcation and culture” (Mamchur, 2016).

Besides, scientists believe that such components

like his/her inner potential, social and professional

experience, psychological, pedagogical and subject

knowledge, the ability to create new ideas, skills and

capabilities of the future specialist shape the creativity

of a foreign language teacher (Marchiy, 2008); cre-

ative thinking (improvisation, ﬁctional spontaneous

situations, real experience, existing knowledge in a

new form, etc.) (Fisher, 2005; Oliver, 2013; Sawyer,

2011); intelligence, knowledge, thinking skills, per-

sonality, motivation and environment (Sternberg and

Lubart, 1993), etc.

It is also worth noting that the pedagogical cre-

ativity of a foreign language teacher is realized during

working and is manifested in the desire to improve

the professional level and achieve pedagogical skills.

Thus, if teaching a foreign language is fascinating and

exciting, then, as Starbuck (Starbuck, 2006) says, it

is creative teaching with a creative foreign language

teacher.

The professional development, high level of mo-

tivation, openness, high sense of security, propensity

for new and ﬂexible actions, goal-oriented teaching

AET 2020 - Symposium on Advances in Educational Technology

are those means that better characterize the creative

personality of a foreign language teacher. At the

same time, it is also vital to have remarkable intelli-

gence, diligence, energy, intuition and self-conﬁdence

(Tavarez DaCosta, 2019).

The indicators of creativity of a foreign language

teacher include:

• a developed memory;

• the ability to concentrate;

• to clearly and logically formulate their ideas,

tasks;

• to acquire skills of analysis of complex situations

and problems, using them in terms familiar to the

interlocutor;

• to have a high intensity of generating ideas, care-

fully ﬁltering;

• the capability to synthesize the general picture;

• to be creative;

• to critically evaluate the results of research, espe-

cially their own;

• to develop a broad scientiﬁc worldview;

• to get acquainted with the scientiﬁc and practical

results of related ﬁelds;

• to strive for high culture, etc.

Creativity promotes self-development, adaptive

response to changing societal conditions and allows

producing new ideas using the creative abilities of

teachers, their intellectual experience, and openness

to experience. We suppose it necessary not only to

consider the essence and structure of creativity but

also to explore factors that contribute to the devel-

opment of the creative potential of foreign language

teachers.

Thus, among the factors that contribute to the de-

velopment of the creative potential of foreign lan-

guage teachers, Bretsko and Marushka (Bretsko and

Marushka, 2018) identify: the motivational sphere,

the desire for self-development, improvement of per-

sonal professional skills and abilities; taking into ac-

count individual personality traits; awareness of the

signiﬁcance of the humanistic value of the creative

individuality of the individual; speciﬁc organization

of training of future foreign language teachers; devel-

opment of abilities of future specialists to the analy-

sis, awareness of results of own professional activity;

mastering the knowledge of creative potential, knowl-

edge and understanding of the peculiarities of its de-

velopment, combine and use in pedagogical activities

in the study.

Besides, the researchers have found that follow-

ing properties characterize the creative personality of

a foreign language teacher, as: ﬂexibility, spontane-

ity, creative thinking, imagination, originality, cre-

ative attitude to the profession, demanding the re-

sults of their work, achieving the deﬁned goal of cre-

ative activity and effective solutions to problem sit-

uations, the ability to deviate from stereotypes and

inertia of thinking in teaching, create creative prod-

ucts; need and readiness for creative and professional

self-realization; non-standard attitude to oneself, the

world around, to any life situations and phenomena.

The psychological factors of development of pro-

fessional creativity of a teacher of foreign languages

singled out by Hotsulyak (Hotsulyak, 2008) deserve

special attention in the context of our research. These

include the motivational readiness of the teacher to

work systematically to improve the level of method-

ological skills; ability to critically analyze one’s own

professional activity, which makes it possible to iden-

tify characteristic psychological barriers and choose

“developing” strategies for their prevention and over-

coming; self-analysis of the formed system of me-

thodical and professional knowledge, skills, abilities

and search of new means and ways of teaching a for-

eign language; mastering by the teacher of innovative

interactive methods, forms and methods of solving

speciﬁc tasks of teaching a foreign language with the

observance of the appropriate psychological continu-

ity of the stages of mastering the methods of solving

methodological and pedagogical problems.

Thus, taking into account the above and taking

into account the deﬁnitions of creativity in the works

of scientists, we interpret the creativity of a foreign

language teacher as personal property, an inner re-

source that allows creative and innovative activities

aimed at producing and generating original (non-

trivial) foreign ideas and approaches. languages, ef-

fective solution of tasks in a non-traditional way, con-

structive non-standard and critical thinking, the desire

to improve their own experience, professional abili-

ties on the path to self-realization and the formation of

creative personality of students in foreign languages,

using interactive teaching methods involving innova-

tive technologies.

Components of creativity of a foreign teacher

are a cognitive component (system of general and

appropriate knowledge about creativity, features of

creative potential, understanding and understanding

of methods of teaching foreign languages based

on creative technologies, production of non-trivial

ideas, critical thinking), value (set of values, needs

and motives), which promote and accompany cre-

ative and innovative activities) and behavioural (ef-

fectiveness in making non-standard decisions, cre-

ating creative products, the ability to self-organize

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data

creative work, etc.) components. The individ-

ual psychological (perfectionism, self-esteem, etc.)

and organizational-professional (creative environ-

ment, professional workload, communication, com-

pression, etc.) factors promote the development of

the creative potential of foreign language teachers is

promoted.

In addition, contrary to common beliefs, creativity

is not only for exceptional people but it is a develop-

mental thing for all people (Kaufman and Sternberg,

2007; Sternberg and Williams, 1996).

3 METHODOLOGY AND

RESEARCH PROCEDURE

Presently, there are many different technologies to

measure the personality’s creativity and creative po-

tential.

To study the components of creativity of for-

eign language teachers, we used: M. Rokeach’s

method “Value orientations” (Rokeach, 1968), K.

Ryff’s questionnaire “Scales of psychological well-

being” (Ryff, 1989), test “Diagnosis of the creative

potential and creativity” (Rogov, 1999), scale “As-

piration to be an independent person” test “Creativ-

ity” (Nikiforov et al., 2003), V. Boyko’s method “Di-

agnosis of communicative tolerance” (Boyko, 1998),

method of reﬂexivity by A. Karpov (Karpov, 2003),

method “Scale of self-efﬁcacy” by R. Schwarzer and

M. Jerusalem (Topolov, 2011), O. Filatova’s method-

ology “Passive Perfectionism Scale” (Filatova, 2016),

S. Budassi’s “Personality Self-Assessment Method”

(Chudnovskiy, 2006), P. Spector and S. Jex’s “Profes-

sional Stress Scales” (Topolov, 2011), P. Spector and

S. Jex’s “Professional Workload Scales” (Topolov,

2011), P. Spector and S. Fox’s (in the adaptation

by E. Topolov) method “Factual Autonomy Scale

(FAS)” (Topolov, 2011), constructive resistance scale

(Topolov, 2011), method of incomplete sentences in

author’s modiﬁcation.

The research was conducted among the foreign

languages teachers of higher education institutions.

The total size is 208 foreign languages teachers of

higher education from different regions of Ukraine

(Chernivtsi – 53% of respondents and Kyiv – 47%

respectively). The test includes eight indicators: cu-

riosity, self-belief, resilience and persuasiveness, am-

bition, auditory memory, visual memory, the desire

to be an independent person, the ability to think ab-

stractly and, the last one, the ability to focus on busi-

ness. Accordingly, we identiﬁed the levels of creativ-

ity:

• low – creative potential is limited, there is a lack

of faith in own strength, self-underestimation;

• average – indicates the ability to improve the cre-

ative potential by destroying the fear of failure and

public condemnation;

• high – creative potential is enough high and

broadens the creative opportunities.

The respondents were grouped by:

• gender (male – 39.4% and female – 60.6%);

• age – 1 - up to 30 years (22.1%), 2 – 30-40 years

(28.8%), 3 – 40-50 years (26.9%) and 4 – over 50

years (22.1%).

We processed the data and made the presentation

of results with the statistical software package SPSS

21.0.

4 ANALYSIS OF RESEARCH

RESULTS

First of all, we were interested in the system of gen-

eral and special knowledge of foreign language teach-

ers about the essence of creativity, understanding and

awareness of the features of creative potential, the

speciﬁcs of creativity in the professional activities of

higher education institutions, their ability to reﬂect

and more.

After all, there is a growing need for people with

non-standard thinking, ready to show a creative ap-

proach to solving various problems, able to adapt to

rapidly changing socio-economic conditions, compet-

itive in the European labour market. Creativity is a

formidable factor in the development of personality,

its ability to abandon stereotypical ways of thinking,

to bring something new to the experience (Barron,

1969), “the ability to reﬂect the individual’s ability to

create new concepts and develop new skills, i.e. the

ability to create” (Morozov and Chernilevskiy, 2004).

The cognitive component of teachers’ creativity in

foreign language teaching should be based on men-

tal processes and actions, the basis of which is the

understanding and use of this phenomenon in speech

(Hodovanets and Lehan, 2016).

According to Kolesnikova and Dolgina

(Kolesnikova and Dolgina, 2001), in the acqui-

sition of cognition the following components play a

signiﬁcant role: the performance of speech actions

according to rules (level of rules); awareness and

understanding of meanings of lexical units (level of

meanings); peculiarities of formulation of utterances,

their structure (level of speech activity); awareness

of utterance function (requests, advice, objections,

etc.) (social level); awareness of the conformity of

AET 2020 - Symposium on Advances in Educational Technology

the reported information to the cultural norms of

native speakers (cultural level); awareness of higher

education students of the peculiarities of education

(techniques, methods, tools, etc.); evaluation of their

effectiveness, and also self-assessments of the level

of language learning (students’ cognitive style of

work).

Teaching foreign languages involves not only

mastering the actual linguistic knowledge but also the

translation of knowledge about the world. After all,

mastering a foreign language, we “learn the image of

the world inherent in the relevant people, a vision of

the world through the prism of national culture, one

of the most important components of which is lan-

guage”.

According to Leontyev (Leontyev, 2017), the

main task of mastering a foreign language is to

“learn to orientate as a native speaker does”. This

forces teachers to ensure the appropriate context in

the classroom by regularly creating tasks following

new modern needs and challenges (problem situa-

tions, active communication, active participation in

dialogues, seminars, workshops, conferences, cre-

ative tasks, projects, etc.), initiative and the develop-

ment of interactive teaching skills.

The study of the features of creativity of foreign

language teachers in higher education institutions was

conducted by the indicators and criteria of value, cog-

nitive and behavioural indicators of the components

presented in the author’s model. First of all, we were

interested in the value attitude of foreign language

teachers to the constructive transformation of reality.

After all, the study of foreign languages involves

not only direct modelling of the person’s value be-

haviour and actions but also (Topolov, 2011):

• involves students in socio-cultural relations;

• promotes a person’s ability to be tolerant of an-

other nationalities and cultures;

• pays attention to their own culture.

According to the results of empirical research, we

revealed an insufﬁcient level of development of value,

cognitive and behavioural indicators of the compo-

nents of creativity of a foreign language teacher.

Thus, table 1 shows that the vast majority of re-

searchers are characterized by a low level of need

for interesting (creative) classes (76%), which prob-

ably leads to a lack of motivation to create innova-

tive methods and techniques (75.5%), designed to im-

prove the quality of activities, its effectiveness. It is

worth remembering that needs are the primary source

of motivation to implement interesting (creative) ac-

tivities.

Besides, motivation is related to attitude, in par-

ticular, a high level of positive attitude to the forma-

tion and development of creative abilities was found

in 75.5%) researched teachers.

However, the value of creativity in the transfor-

mation of reality characterizes about half of the re-

spondents (49%), and the desire for self-development

(27.9%), freedom (individual independence) (38.5%)

– in about a third of respondents. In our opinion, this

may cause problems in the implementation of creative

thinking and the development of abilities, motivating,

directing and regulating functions in teaching foreign

languages to students.

Analysis of the value component of the creativity

of foreign language teachers shows a certain inconsis-

tency of their values with the purpose and objectives

of professional activity, however, without a value ap-

proach, “neither activity nor human life as a being

with different needs, interests and goals is impossi-

ble” (Tugarinov, 1988, p. 256).

Therefore, in our opinion, special attention should

be paid to promoting the development of motivation,

values, the interest of teachers in creative teaching

of foreign languages, reducing the inﬂuence of var-

ious demotivators of their professional activities (low

wages, lack of opportunities to improve skills, de-

velop their creativity, develop and implement inno-

vations, etc.).

Table 2 shows an insufﬁcient level of the cogni-

tive component indicators of creativity of foreign lan-

guage teachers. Thus, most of the respondents are

characterized by low (clear ideas about creativity and

features of foreign language teaching) (77.9%), the

ability to produce non-trivial ideas (original) (69.2%)

ability to understand and accept the individuality

of another (46.2%)) and average (an initiative of

teachers in the organization and conduct of creative

classes (57.2%), self-belief (80.2%), critical thinking

(59.6%)) levels.

The value of a person, in general, and teachers of

foreign languages is determined by their ability and

experience to meet their own needs, motivate them-

selves to achieve goals and desires. In other words,

it means to take responsibility for your privacy. Ac-

cording to the study, most teachers are characterized

by an average level of self-belief, their strengths and

abilities, their self-worth as a teacher of foreign lan-

guages (80.2%). It may be due to various reasons and

indicates problems in accepting oneself as a person,

a teacher, dissatisfaction with oneself, destructive be-

haviour etc.

According to Dostovalov (Dostovalov, 2004),

faith serves as a three-component social attitude,

which, depending on the consistency of its compo-

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data

Table 1: Levels of the value component of creativity of foreign language teachers.

Creative potential indicators

Levels number of

(respondents in %)

Low Average High

Value component

the value of creativity in the transformation of reality 49.0 34.6 16.3

desire for self-development 26.9 45.2 27.9

motivation to create innovative methods and techniques 75.5 19.2 5.3

positive attitude to the formation and development of creative abilities 2.4 22.1 75.5

the need to implement interesting (creative) classes 76.0 18.3 5.8

desire to be an independent person (desire for freedom) 22.1 39.4 38.5

Table 2: Levels of the cognitive component of creativity of foreign language teachers.

Creative potential indicators

Levels number of

(respondents in %)

Low Average High

Cognitive component

clear ideas about creativity and features of foreign language teaching 77.9 15.9 6.3

ability to produce non-trivial ideas (original) 69.2 21.2 9.6

initiative 26.4 57.2 16.3

the ability to understand and accept the individuality of another 46.2 46.2 7.2

Self-belief 14.4 80.2 4.8

Ability to understand and reﬂect 20.2 59.6 20.2

Critical thinking 23.1 59.6 17.3

nents (operational and reﬂexive), requires sufﬁcient

maturity and focuses on internal mental processes.

After all, “self-conﬁdence may not always be

reﬂected in a particular life situation or area due

to lack of time or self-interest, a tendency to self-

knowledg”. The scientist notes that the individual’s

awareness of self-worth, the cognitive component of

self-conﬁdence is manifested ﬁrst at the operational,

more superﬁcial level, and later – at the reﬂexive

level. The ability to understand and reﬂect on most

teachers is developed at an average level (59.6%).

The obtained results testify to the existing prob-

lems not only of knowledge and understanding of

oneself but also awareness of how others understand

and perceive the teacher’s personality: emotional re-

actions and cognitive representations of personality.

Only the one-ﬁfth of the respondents (20.2%) has a

high level of reﬂexivity, which, in turn, ensures the

direction of their activity on the development of them-

selves as a whole, as a “system of systems” (Kostiuk,

1989); and on their characteristics on the possibilities

of self-construction, self-cause, self-development and

self-improvement.

The obtained results show that the respondents are

insufﬁciently aware of the essence, the content of cre-

ativity, innovative methods and forms of foreign lan-

guage teaching. Likewise, this complicates the ability

of teachers to implement creativity, accept and cre-

ate new, non-standard thinking, generate original and

useful ideas. After all, it is the creativity of a foreign

language teacher that determines their “readiness for

change, rejection of stereotypes, and search for orig-

inal solutions to complex problems in a situation of

uncertainty” (Yakovenko, 2012).

Exploring the ability to implement creativity in the

professional activities of foreign language teachers,

we studied the features of the behavioural component.

The obtained results 3 showed a low level of ability

to take creative solutions (84.6%), to create new cre-

ative products (76.4%), to introduce innovative meth-

ods and forms (83.2%), ability to innovate, ingenuity

(87%), despite the average level of self-organization

of creative work (66.3%) and a high level of focus on

business (70.2%) (table 3).

Thus, the behavioural component requires a sig-

niﬁcant expansion of teachers’ behaviour through

awareness of some common ways of teaching foreign

languages, creating conditions for the effective for-

mation and development of creative competence.

The effectiveness of professional activity of teach-

ers relies on several individual psychological and

organizational-professional factors that provide sig-

niﬁcant conditions and factors inﬂuencing foreign

language teaching success.

Success factors are based on the structure of the

professional activity. It allows identifying them with

AET 2020 - Symposium on Advances in Educational Technology

Table 3: Levels of manifestation of the behavioural component of creativity of foreign language teachers.

Creative potential indicators

Levels number of

(respondents in %)

Low Average High

Behavioural component

The ability to take creative solutions 84.6 13.0 2.4

The ability to create new creative products 76.4 16.8 6.7

The ability to introduce innovative methods and forms 83.2 10.1 6.7

The ability to self-organize creative work 17.3 66.3 16.3

Focus on business 27.9 1.9 70.2

The capacity for innovation, creativity 87.0 10.6 2.4

The ability to manage a professional environment 31.7 42.3 26.0

its structural components, creating conditions for the

development of internal motivation to generate and

implement creativity, improving the educational pro-

cess by creating innovative methods and techniques

of teaching foreign languages.

We are impressed by the opinion of Buchatska

(Buchatska, 2005) on the importance of creating such

conditions under which the student would be a sub-

ject of educational activity, its active participant and

creator.

Given the importance of individual psychological

factors that contribute to the successful learning of

foreign languages, it is necessary to teach students

how to:

• work independently;

• act thoughtfully, consistently, systematically;

• build self-conﬁdence;

• develop their professional competence;

• promote personal development, and so forth.

According to the results of the study of individ-

ual psychological factors of creativity of foreign lan-

guage teachers (table 4), we revealed a low level of

perfectionism (39.4%), which complicates a respon-

sible attitude to foreign language teaching, following

internal patterns and high standards. Only 39.4% of

respondents strive to be the best, perfect, and unsur-

passed, grow personally and professionally, motivat-

ing oneself to successful creative activity (table 4).

Besides, more than half of the teachers displayed

low inadequate self-esteem (65.4%). Only 4.6% of

teachers have an adequate attitude to themselves, their

abilities, capabilities, orientation, activity and social

signiﬁcance. That is just self-esteem is a vital internal

mechanism of self-regulation of behaviour and func-

tioning, which may change in the process of operation

and interaction of a foreign language teacher with the

environment.

Almost half of the respondents (49%) showed the

low level of adaptive abilities in interaction with peo-

ple, which complicates the creating positive motiva-

tion to form innovative methods and techniques of

teaching foreign languages and acceptance by teach-

ers of norms and values of creative professional activ-

ity. Adaptive abilities register that 3.8% of respon-

dents have convenient and modifying opportunities

to interact while learning foreign languages, hence,

which contribute to:

• the growth of internal motivation;

• positive changes in the value, cognitive, emotional

spheres.

They display in behaviour, creativity, generation

and implementation of innovative methods and forms

of foreign language teaching.

Autonomy (self-government) is a personal quality

insufﬁciently developed (39.4% - the average level),

which characterizes: independence; and the ability to

self-determination in decision-making and actions of

the teacher to learn foreign languages based on their

principles, views, values, strategies, goals, available

resources and motives, etc.

According to the Vinogradova (Vinogradova,

2002), this is “the main quality of personality, which

is manifested in tolerability, non-conﬂict, as well as

resilience, trust and the ability to calmly and without

irritation to accept the individuality of others”. Com-

municative tolerance is relevant to foreign language

teachers.

Thus, communication is one of the essential tools

of their professional activity, based on a friendly atti-

tude to others and a desire to interact based on con-

structive dialogue in foreign language learning.

So, it is necessary to realize creativity, energy, ac-

tivity, diligence and purposefulness, ability to trans-

form the reality (Balakhtar, 2019a).

We established the average level of development

of communicative tolerance (67.8%) as the most typ-

ical for foreign language teachers. This indicates

the ability to not fully interactively use language and

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data

Table 4: Levels of manifestation of individual psychological factors of creativity of foreign language teachers.

Creative potential indicators

Levels number of

(respondents in %)

Low Average High

Individual psychological factors

perfectionism 39.4 21.2 39.4

self-esteem 65.4 34.6 -

adaptive abilities in interaction with people 49.0 47.1 3.8

Autonomy (self-government) 24.0 39.4 36.5

Communicative tolerance 32.2 67.8 -

other means of communication (a range of interac-

tive technologies, skills and abilities to function in

socially heterogeneous groups). Thus, the results in-

dicate the probability of not always successful inter-

action, cooperation in teaching foreign languages (ta-

ble 4).

In our opinion, the development of creativity of

foreign language teachers is inﬂuenced not only by

individual psychological factors but also by organi-

zational and professional ones, namely: professional

workload, professional compression, ability to con-

structive resistance.

Thus, 20% of the studied teachers showed a high

level of professional workload; 25% of people expe-

rience professional stress while teaching foreign lan-

guages; 27.9% of respondents are capable of con-

structive resistance (table 5).

Summarizing the results of the empirical study

of value, cognitive and behavioural components, the

following levels of creativity of foreign language

teachers, in general, were identiﬁed: above average

(10.6%), average (42.3%), below average (37.0%)

and low (10.1%) (table 6).

At the ascertaining stage of the empirical study,

there were no foreign language teachers with a high

level of creativity. At the same time, the results of

ANOVA revealed statistically signiﬁcant differences

in the manifestations of creativity of foreign language

teachers depending on their gender and age (ﬁgure 1,

p < 0.05) and organizational and professional charac-

teristics (ﬁgure 2, p < 0.01). Thus, teachers of foreign

languages, both female and male, have a tendency by

creativity at the level to increase in (p < 0.05).

We suppose that the increase of creativity of

foreign language teachers with age comprehends

through: holding a higher position; obtaining a degree

and academic title; respectively higher pay; higher so-

cial status; more opportunities to meet the needs of

teachers, i.e. a more inclusive balance between con-

tributions efforts and beneﬁts, although not enough.

We may assume that the insufﬁcient level of cre-

ativity is due to the introduction of mass distance

teaching in a pandemic of the COVID-19 in higher

education institutions. It has led to an increase in

the working teacher’s load upon digitalization of ed-

ucation (Tkachuk et al., 2021; Velykodna, 2021; Ve-

lykodna and Frankova, 2021).

The teacher is forced, in addition to teaching for-

eign languages, to master: new digital tools by the

model of digitization chosen by the institution of

higher education; ICT and learning tools; new roles,

tasks and activities; new methods, forms and tech-

niques of distance teaching; and to establish effec-

tive communication of all participants in the educa-

tional process on network platforms, etc. (Areshon-

kov, 2020).

Besides, the peculiarities of the creativity of teach-

ers of foreign languages, depending on the position,

show that, in general, creativity grows with increas-

ing professional status (ﬁgure 2, p < 0.01).

This is probably due to different requirements for

the professionalism of teachers (assistant, senior lec-

turer, associate professor, professor), as well as “the

urgent need for a radical change of emphasis on pro-

fessional competencies of teachers in the transition to

digital universities and distance education in particu-

lar” (Areshonkov, 2020, p. 3).

The results are consistent with the JD-R model,

in which professional activities include requirements

and resources (Demerouti et al., 2001, p. 501).

Authors deﬁned the Job requirements as “aspects

of the job that require sustained physical or mental

effort and are therefore associated with certain physi-

ological and psychological costs”.

The higher the status of the teacher, the presence

of a scientiﬁc title, scientiﬁc degree – diversify the op-

portunities of teachers in the implementation of cre-

ative activities, the higher the level of autonomy, in-

teraction. At the same time, the lower the status of

the teacher, the fewer opportunities he/she has and the

more work overload. This, in turn, causes stress, con-

ﬂict and insecurity and can lead to burnout. Accord-

ing to the JD-R model, stresses arise due to an imbal-

ance between the requirements of professional activ-

AET 2020 - Symposium on Advances in Educational Technology

Table 5: Levels of manifestation of organizational and professional factors of creativity of foreign language teachers.

Creative potential indicators

Levels number of

(respondents in %)

Low Average High

Organizational and professional factors

Professional workload 30.8 49.0 20.2

Professional stress 40.4 34.6 25.0

Ability to constructive resistance 34.6 37.5 27.9

Table 6: Levels of manifestation of components and factors of creativity of foreign language teachers.

Components and factors

Levels of manifestation of components of creativity, in %

low below average average above average high

Value component 6.3 47.1 34.1 12.5

Cognitive component 0.5 41.8 51.9 5.8

Behavioural component 10.1 62.0 23.6 4.3

Individual psychological factors 11.5 25.0 54.3 9.1

Organizational and professional factors 26.0 3.8 39.4 28.8 1.9

ity and the resources that the teacher invests to meet

these requirements (Schaufeli and Salanova, 2011).

We established statistically signiﬁcant differences

in the creativity of foreign language teachers lean-

ing on the language of teaching. Thus, the study

results of teachers’ creativity while teaching English

showed lower rates than teachers of other foreign lan-

guages, including French. So, teachers may imple-

ment the creative approach in the teaching of foreign

languages; and language is a means of communica-

tion that is studied through the personal activities of

students. Typical tasks are search and creative, for

instance:

• ﬁlling information gaps;

• role-playing games;

• solving problems, and so on.

Typical forms of work are group and pair work,

which contribute to the formation of a creative per-

sonality of both student and teacher. After all, it is

impossible to teach something if you do not own it

yourself. The use of interactive forms and methods of

work helps to form a positive interdependence and in-

dividual responsibility. Face-to-face interaction cre-

ates a collective and friendly skill. The process of

working in groups or pairs is always creative and ex-

ploratory: the task is set before the group, and ev-

eryone has an incentive to excel and make a contri-

bution. The use of group forms of work creates con-

ditions for both the development of thinking and for

self-afﬁrmation.

We assumed that the creativity of foreign language

teachers affects their life satisfaction and subjective

well-being in general. Hence, teachers of higher ed-

ucational institutions have to achieve subjective and

psychological well-being, “strive to develop their per-

sonal potential, to create positive relationships, to en-

gage in productive and creative activity, to use their

creative abilities to generate innovative ideas, im-

prove their well-being and satisfaction with life, work

and self-develop” (Androshchuk et al., 2020). Ac-

cording to the results of ANOVA, we found statisti-

cally signiﬁcant differences in subjective well-being

depending on the level of development of creativity

of foreign language teachers (ﬁgure 4, p < 0.01).

Figure 4 shows that teachers with a higher level of

creative potential development show higher indicators

of subjective well-being. This means that:

• they feel happy and conﬁdent;

• they are able to adapt to changing the professional

conditions;

• they are motivated to implement creative meth-

ods and techniques for the development of value,

cognitive and behavioural components of individ-

ual psychological and organizational-professional

factors of creativity of foreign language teachers.

In our opinion, it is impossible to achieve subjec-

tive well-being without enthusiasm for one’s work,

without motivating oneself to achieve success, profes-

sional growth, positive attitude to oneself as a teacher,

a person. Therefore, in our opinion, it is expedient

to develop a training program for the development of

creativity of foreign language teachers to achieve their

subjective well-being and success in professional cre-

ative activity.

The training program “Development of creativ-

ity of a foreign language teacher as a factor of their

subjective well-being” consists of 5 sessions aimed at

the development of value, cognitive and behavioural

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data

Figure 1: The peculiarities of psychological safety of the educational environment of participants in the educational process

depending on gender and professional status (p < 0.05).

components and individual psychological and organi-

zational and professional factors. Each session con-

tains informational, diagnostic, developmental and

creative stages. Each stage involves tasks of different

types and kinds of complexity (interactive lectures,

thematic discussions, use of questionnaires, surveys,

methods (“Creativity” (Nikiforov et al., 2003), “Your

creative potential” (Rogov, 1999), “Diagnosis of

communicative tolerance” (Boyko, 1998), methods

of measuring reﬂexivity (Karpov, 2003), etc.), the

method of incomplete sentences, developmental ex-

ercises (“Creativity”, “Creative qualities of a teacher

of foreign languages”, “Believe in their creative abili-

ties”, “16 associations”, “Alphabet”, “Creative life”,

“Suitcase, basket, meat grinder”, “Teacher’s cre-

ative personality”, “Life situations”, “Visualisation”,

“Drawing of professional “I”, “Realization of pro-

fessional skills”, “To be a teacher”, “Experience of

my mistakes”, “Who we are in a changing world”,

etc.), conducting organizational and activity games,

performing creative tasks, etc.

The ﬁrst session aims at forming a value attitude

to the constructive transformation of reality and pro-

motes the development of the value of creativity for

the individual; striving for self-development and be-

ing an independent person; the development of mo-

tivation to create innovative methods and techniques;

positive attitude to the formation and development of

creative abilities; needs for the implementation of in-

teresting (creative) classes.

The second session involves the formation of

knowledge, awareness and understanding of the pe-

culiarities of teaching foreign languages through the

use of creative technologies: expanding ideas about

creativity, innovative methods and forms of teaching

foreign languages; ability to produce non-trivial ideas

(original); to show initiative in the organization of

creative activity; ability to understand and accept the

individuality of another person; self-believe and the

ability to understand and reﬂect; think critically.

The third session promotes the creative effective-

ness of teaching foreign languages, namely the ability

to make non-standard decisions, create new creative

products, self-organization of creative work; to intro-

duce innovative methods and forms; focus on busi-

ness; be capable of innovation, ingenuity, manage-

ment of the professional environment.

The fourth and ﬁfth sessions aim at the develop-

ment of individual psychological and organizational-

professional factors, which promote the development

of creativity and motivate foreign language teachers

to achieve subjective well-being and success in pro-

fessional creative activity.

5 CONCLUSIONS

Thus, the results of the study revealed an insufﬁ-

cient level of formation of cognitive, value and be-

havioural components and individual-psychological

AET 2020 - Symposium on Advances in Educational Technology

Figure 2: Features of creativity of foreign language teachers depending on the position (p < 0.01).

Figure 3: Features of creativity of foreign language teachers

depending on the language of instruction (p < 0.01).

and organizational-professional factors of creativity

of language teachers. According to the results of an

empirical study of the value component of creativity,

we have identiﬁed a low level of development of the

value of creativity, the transformation of reality, mo-

tivation to create innovative methods and techniques,

the need to implement interesting (creative) activities.

The high level is revealed only by the indicator of a

positive attitude to the formation and development of

creative abilities.

We revealed an insufﬁcient level of development

of the cognitive component of creativity of foreign

language teachers, namely: low level of clear ideas

about creativity and peculiarities of foreign language

teaching, ability to produce non-trivial ideas (origi-

nal), ability to understand and accept the individual-

Figure 4: Features of creativity of foreign language teachers

depending on the subjective well-being (p < 0.01).

ity of another. The study revealed the average level of

the initiative of teachers in the implementation of cre-

ative activities, self-belief, and ability to understand

and reﬂect, critical thinking. The low level was char-

acteristic of the relevant behavioural component of

the creativity of foreign language teachers, namely:

the ability to make non-standard decisions, create new

creative products, implement innovative methods and

forms, be innovators, and show ingenuity. The results

showed an insufﬁcient level of manifestation of the

development of creativity of foreign language teach-

ers depends to a large extent on individual psycholog-

ical factors (perfectionism, adaptive abilities in inter-

action with people, autonomy) and organizational and

professional factors (professional workload, profes-

sional compression, communicative tolerance, ability

Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data

to constructive resistance).

We consider the development and testing of the

program an urgent need for their psychological sup-

port and additional support in the development of the

components of creative potential, the ability to think

critically, establish contacts and interact, be creative,

creative individuals.

Besides, we came up with the following way of

solving the current problem in the future, i.e. to test

and develop the program to promote the creativity of

teachers of foreign languages.

We offer the structure of the program of develop-

ment of creativity of the foreign languages teacher

consisting of 5 sessions directed on the develop-

ment of value, cognitive and behavioural components

and individual-psychological and organizational-

professional factors. The program contains informa-

tional, diagnostic, developmental and creative stages

that promote the development of creativity and moti-

vate foreign language teachers to achieve subjective

well-being and success in professional creative activ-

ities.

Prospects for further research on this issue are the

extension of the criteria and methods for studying the

effectiveness of the training program “The develop-

ment of creativity of foreign language teachers as a

factor in their subjective well-being”.

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