Ампліфікація здібностей соціального інтелекту вчителів сучасної середньої загальноосвітньої школи

Abstract

The article states that social intelligence is considered as the ability that hascertain peculiarities. Thus, the explication of social intelligence is possible onlywithin the process of the subject-subject activity. It was noted that the amplificationof the abilities of social intelligence took place in the process ofinterpersonal interaction. Taking into account the multidimensional nature ofthe scope of exploring these abilities, it is obvious that social intellect containsa certain complex of capabilities that are clearly consistent with each other,and they are rather stable for each person. It was determined that the developmentof this group of abilities was due to the process of socialization of theperson, the influence of both internal resources and characterological characteristicsof the person, gender differences, etc., and according to the impact ofthe environment on a person.The authors of the article believe that the social intelligence of the teachercontains cognitive, empathic and mnemonic aspects. Elements (or scripts,frames, concepts) of the empathic aspect of social intelligence are the contentof specific educated perceptions of the images of the reality that can be perceiveddirectly, and all those content arises some images in the memories andthe imagination of the person. The specific function of the empathic aspectof social intelligence is that empathic frames, scripts, and concepts give emotionalproducts of the intellectual activity, form a peculiar picture of the worldthat can be considered as a result of the work of social intelligence, whichcauses the world to appear to the subject as continue existing in the paradigmof metacognitive field.The obtained results about the levels of social intelligence of teachersindicate that the level of the development of social intelligence does not dependon the level of qualification of a teacher, that is, on the length of workat school, the age of the respondents, etc. It was proved that the social intelligenceof the teacher depended, first of all, on the gender characteristics ofthe respondents, as well as on the subject area of the professional activitiesthat the teacher was engaged in since he/she finished the university. Consequently,the level of the development of social intelligence of a teacher willdepend on the psychological type of his/her personality, and this type, in turn,predetermined the choice of the respondent in one or another sphere of theprofessional activity (for example, natural sciences or humanities ones, orPhysics and Math, the profession of the teacher of primary school, etc.). Thepsychological type of the teacher’s personality in a great degree provides socalled amplified structure of the teacher’s abilities that are the part of his/hersocial intelligence.