Introduction. An  important innovative trend in  modern pedagogy is  the personalisation of  education, which involves creating a  personal strategy for professional and life development. This strategy is built based on the development of skills and competencies necessary for each individual student, ensuring their successful entry into the field of professional activity. The subjective position of the student and teacher — the main participants in educational relations, and the development of subjectivity — is a leading attribute of personalisation, with the development of subjectivity being a key result of personalised education. As such, personalised learning and the development of personalised educational trajectories for students is an urgent task education is facing today, requiring a transition to new learning formats and systematic updating of pedagogical practices and evaluation of learning outcomes. 

The aim of the article is to determine based on the results of theoretical and methodological analysis and experimental research how personalised education is related to the self-realisation of both the student and teacher. Specifically, the authors aim to establish the teacher’s readiness for self-actualisation and self-realisation in their professional activity in the context of personalised learning. 

Methods. The study used theoretical and methodological analysis of  the literature, as  well as  methods for studying predictors of  subjectivity, including the level of  development by  A.M. Shchukina, the test of  life orientations by  D.A. Leontiev, the level of subjective control by E. F.Bazhin, E.A.Golynkina, A.M. Etkind, the type and level of professional self-realisation by E.A.Gavrilova. Statistical processing of the obtained results was carried out using descriptive statistics methods via the statistical information processing software package SPSS Statistics 21; correlation analysis and multiple regression analysis were conducted through a step-by-step method. 

Results. The results showed positive relationships between indicators of  subjectivity and the level of  professional self-realisation of  teachers, highlighting the influence of  personalisation on  a teacher’s professional self-realisation. Personalised education creates conditions for the development of  subjectivity, with varying degrees of  influence on individual components. 

Scientific novelty. The process of transforming the education system using personalised learning is just beginning and requires further scientific and practical development. 

Practical significance. The study of  the effect subjectivity developed during personalised education has on the professional self-realisation of teachers can be applied in the study of the subjectivity of schoolchildren and students, representatives of other socioenomic professions, professions of other types, as well as in the study of other significant predictors of professional self-realisation