Teachers’ self-change potential in the conditions of educational space personalization

The article actualizes the issue of personalization and transformation of the modern educational space and, in this regard, emphasizes the scientific and pedagogical need for evaluation and empirical understanding of the potential of teachers’ self-change. The authors give a quantitative and qualitative assessment of such key indicators of self-change potential as the need for self-change, belief in the possibility of self-change, the ability to conscious self-change, the possibility of self-change. Summing up the results of the study, the authors conclude that teachers today have internal resources that create conditions for the development of self-change potential. However, the diagnostic results determine the importance of organizing special psychological and pedagogical support for teachers.