PSYCHOLOGICAL MECHANISMS OF SUBJECTIVE AUTONOMY IN HIGHER EDUCATION TEACHERS’ PROFESSIONAL ACTIVITY

Abstract

The article presents a theoretical reflection on the phenomenon of subjective autonomy in the professional activity of higher education teachers as a multidimensional psychological construct encompassing value-motivational, cognitive-reflexive, behavioral, operational-instrumental, social-relational, and other personality domains. The relevance of the problem is driven by the need for a deeper understanding of the internal mechanisms of autonomous functioning in the context of ongoing reforms in higher education, digital transformation, increasing external accountability, and social instability. The aim of the study is to provide a theoretical justification of the psychological mechanisms underlying the formation of teachers’ subjective autonomy and to identify the conditions that facilitate or hinder its realization in the academic environment. The analysis of Self-Determination Theory, the theory of agency, and the concept of relational autonomy enables the identification of approaches to understanding autonomy as internal coherence between values, decisions, and actions. The article systematizes views on subjective autonomy as an internal experience of freedom, responsibility, and meaningful consistency in professional activity. Key psychological mechanisms are outlined, including the interiorization of professional values, reflection, self-regulation, the development of professional identity, and intrinsic motivation for growth. Socio-psychological conditions that determine autonomous functioning are described, such as support from leadership and colleagues, academic trust and psychological safety, flexibility in managing the educational process, and engagement in professional communities. The article substantiates the significance of subjective autonomy as a resource for professional self-actualization, innovativeness, and psychological resilience of higher education teachers.