Abstract
The authors of this paper studied psychological characteristics of remedial teachers with different altruism levels. Altruism is a motive to render assistance to anyone not consciously related to one’s own selfish interests. Subjectively it manifests itself in sympathy, being oriented towards helping others. Altruism is opposed to selfishness, which is incompatible with disinterested concern for the welfare of others and willingness to sacrifice personal interests for them. The main driving force behind altruistic behaviour is a drive to improve the situation of others rather than expecting some reward. In psychology, altruism is considered as a system of personality value priorities in which interests of another person or social community are a central motive and a moral evaluation criterion.
Highlights
Knowledge valueAmong remedial teachers tolerance value (to other people’s opinions and views, ability to forgive others their mistakes) takes the Þrst place, development value (self-perfection, permanent physical and spiritual improvement) takes the second place, strong will value (skill to insist on one’s own way, to face difÞculties) takes the third place and independence value (ability to act on one’s authority and in a determined way) takes the fourth place (see Fig. 1.2.)
The authors of this paper studied psychological characteristics of remedial teachers with different altruism levels
According to the results of comparative analysis, it was determined that remedial teachers have a high level of patience value, altruism and activity orientations and they have a low level of sociability orientation
Summary
Among remedial teachers tolerance value (to other people’s opinions and views, ability to forgive others their mistakes) takes the Þrst place, development value (self-perfection, permanent physical and spiritual improvement) takes the second place, strong will value (skill to insist on one’s own way, to face difÞculties) takes the third place and independence value (ability to act on one’s authority and in a determined way) takes the fourth place (see Fig. 1.2.)
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