AUTHENTICITY IN THE STRUCTURE OF THE PEDAGOGUE’S COPING BEHAVIOUR: AN EMPIRICAL RESEARCH

Abstract

The article discusses the problem of experiencing authenticity in coping with difficult situations among pedagogues working in educational institutions. The author presents a model and components for assessing authenticity in the structure of the pedagogue’s coping behaviour (value, semantic, reflective, behavioural, actually authentic). According to the components for assessing authenticity, the methods for assessing it are selected, the stages of empirical research are presented. Positive correlations were established between problematically oriented coping strategies with semantic and value components of authenticity; negative correlations between emotionally oriented coping and value, actually authentic and reflective component of authenticity; positive correlation of emotional coping with the position of the symbiotic donor as a component of the semantic component of authenticity. It is proved that the strategy of self-control is closely related to the semantic (readiness to accept spiritual values) and actually authentic component. It has been established that in this sample of pedagogues, copying of responsibility acceptance is closely related to authenticity itself (an increase in the performance of this coping leads to an increase in the acceptance of external influence) and reflective (in the direction of decreasing reflection of past experience) component of authenticity. The presented dendrogram (the method of single connections) allowed the author to identify and describe four types of pedagogues with different manifestations of authenticity in the structure of coping behaviour (conformally victimous, autonomous, split-neurotic, adaptive). The distinguished types of teachers differ in the structure of coping behaviour, semantic levels and manifestations of authenticity. The results of the work can be used in the practice of a school psychologist with a teaching staff.