Values as regulators of the teacher's professional activity: from the component to the functional model of information culture
Keywords:
Information Culture, vocational education teacher, functional model, value-regulatory potential, axiological approach, self-determination theory, achievement motivation, content analysis, empirical verification, professional behaviourAbstract
Objective – To theoretically substantiate and empirically verify the value-regulatory potential as a key design reference point for developing a functional model of information culture of vocational education teachers.
Materials and methods. The study employed the following research methods: content analysis (semantic units of analysis – key components of the theoretical model); frequency analysis; comparative analysis of authors' positions; empirical research of a verification character
(N = 33, vocational education teachers). The analysed corpus comprised 59 scientific sources:
11 doctoral dissertations, 30 candidate dissertations, and 18 research articles on the problem of information culture of the teacher (2000–2025).
Results. The study established that the value-motivational component is present in 90% of pedagogical research on teacher information culture (53 out of 59 sources), yet in all reviewed works it is described morphologically – without revealing the mechanism of value regulation of professional activity. The «consensus-without-operationalization paradox» was identified as a fundamental limitation of the component approach and as the methodological basis for the transition to a functional model. The value-regulatory potential of the teacher was substantiated as the system-forming design reference point of the functional model, grounded in the axiological approach, the two-level model of information activity values (G. Trebbe), self-determination theory (E.L. Deci, R.M. Ryan) and achievement motivation theory (H. Heckhausen). The regulatory role of values was empirically verified: a strong correlation between integral value and intrinsic motivation was established (r = 0,853, p < 0,001); structural heterogeneity of the value profile (ethics – aesthetics gap in 24,2% of teachers) and the phenomenon of discrepancy between declared values and actual behaviour were identified. Five principles for incorporating value-regulatory potential into the design of a functional model of teacher information culture were formulated.
Conclusion. The objective of the study has been achieved. The fundamental limitations of the component approach to describing the value-motivational aspect of teacher information culture have been identified, and their resolution through the transition to a functional model has been substantiated. The value-regulatory potential has been theoretically grounded and empirically verified as the key design reference point of the functional model. The formulated principles (axiological dominance, processuality, congruence, differentiation, activity-conditionality) constitute the theoretical foundation for the development of the author's functional model of information culture of the vocational education teacher. The prospect of the study is associated with the design, piloting, and implementation of this model in the system of continuing adult education.
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