Personal Characteristics Of Teachers Research Articles

Уровни коммуникативной компетентности у педагогов: исследование с использованием кейс-метода и наблюдательных техник

<p><em>The work is devoted to the study of the levels of communicative competence among teachers. The study involved teachers (N = 36) working in colleges and lyceums of Bukhara and Bukhara region, with higher education and various work experience. The purpose of the study was to identify factors contributing to the development of professional psychological competence, the formation of which increases the professional and personal growth of teachers. The study included the diagnosis of communicative competence and personal characteristics of teachers, the development and implementation of a training program for the development of communication skills. The results showed the effectiveness of training and diagnostic methods in the development of communicative competence of teachers, a relationship was found between initiative in social contacts and emotional balance with the motivation for achievement, indicating the orientation of teachers towards internal personal development and self-realization. The author emphasizes that communicative competence is a key element of professional activity, it develops in the process of labor activity and contributes to the personal development of the teacher.</em></p>

Relationship between the Personal Characteristics of Teachers and their Extent of Utilization of Different ICT Tools

ICT has the ability to prepare learners for a rapidly changing world scenario. They may use ICT as a tool to identify, analyze, exchange and present information as per their need. The study was conducted in three purposively selected agricultural universities in Rajasthan. Three constituent colleges from each agriculture university were selected purposely on the basis of having maximum number of teachers and 60 per cent of teachers were selected from every college by using simple random sampling technique. The teachers of SKNAU, Jobner and their personal characteristics there were negative and significant relationship with age and annual income, negative and non-significant relationship with education, teaching experience and training, positive and significant relationship with time devoted to ICT in a day and achievement motivation and positive and non-significant relationship with accessibility to ICT tools, innovativeness and job commitment. In SKRAU Bikaner there were negative and significant relationship with age, annual income and teaching experience, negative and non-significant relationship with achievement motivation, positive and significant relationship with time devoted to ICT in a day and accessibility to ICT tools and positive and non-significant relationship with education, training, innovativeness and job commitment. Whereas, in MPUAT, Udaipur there were negative and significant relationship with age, teaching experience and annual income, negative and non-significant relationship with education, innovativeness and achievement motivation, positive and significant relationship with training, time devoted to ICT in a day and accessibility to ICT tools and positive and non-significant relationship with job commitment.

Development of Innovative Activity of University Teachers: Philosophical and Psychological Perspectives

In the era of the development of innovative technologies, the processes taking place in universities determine new requirements for the personality and professional competence of a teacher. A modern teacher is not just a transmitter of information and accumulated experience, but also a person who understands the essence of modern life and strives to harmoniously fit into existing realities, while focused on changing his consciousness, worldview and openness to everything new. In this connection, the problem of the teacher’s psychological readiness for innovation, as a component of his professionalism, is relevant. The purpose of the study: to study the peculiarities of readiness for innovation and identify the main barriers preventing the development of innovations among university teachers; based on the results obtained, to develop a methodology for the development of innovative activity of teachers. The study involved 156 university teachers aged 27 to 40 years with 1 to 15 years of work experience at the university. The study revealed that about a third of teachers show a low level of readiness for innovation. Only 22% of teachers have a high level of innovation activity. In the structure of readiness for innovation, they will have a motivational component, indicating a desire for success in achieving their goals. It was also found that the leading factors hindering the innovative activity of teachers are: insufficient awareness of possible innovative activities at the university; the belief that only the traditional education system is effective; lack of assistance in mastering innovations in the team, as well as fear of negative performance results. The systematization of the theoretical and empirical data obtained made it possible to develop a methodology for the development of innovative activity of university teachers, consisting of two main directions: environmental – features of the scientific and educational innovative environment; subjective – motivation, level of training and personal characteristics of teachers.

Влияние профессионального мастерства и личностных особенностей педагога на психическое развитие ребенка в разных типах образовательной среды

Background. Cognitive and personal development are priority areas for the development of a child at preschool age. The quality of the developmental preparation of children in preschool institutions, their level of readiness to study at school, the degree of their adaptation to school, peers, and teachers largely depend on the state of the educational environment, the level of professional skills and personal characteristics of the teacher. Objective. The aim of the study is to explore the developing potential of educational environments and the influence of the professional and personal characteristics of a teacher on the formation of a child's personality in modern educational space. Study Participants. The empirical study involved 413 preschoolers aged from 4 to 6 years (M = 5.5 years), 413 parents (mothers) of preschool children and 50 teachers. For each child a written parental consent to participate in the study was signed. The study was conducted between 2014 and 2022. Methods. An empirical study was conducted using the ECERS (Early Childhood Environment Rating Scale) educational environment assessment scales; diagnostics of the level of development of professional culture and skill in kindergarten teachers was carried out (V.F. Gabdulkhakov, L.M. Popov); the methodology for studying the subjectivity of the teacher by E.N. Volkova and the methodology for studying creativity by E.E. Tunik were used. To evaluate various aspects of gaming activity, we used the proposed experimental situation by E.O. Smirnova and A.N. Veraksa. Statistical processing of the obtained data was carried out using the Student's T-test, ANOVA and correlation analysis. Results. It is shown that in the educational environment of different levels, the indicators of professional skills and personal characteristics of teachers, as well as the personal development of children, are different. Significant differences were established in the severity of various aspects of children's play activity in different types of educational environments (one-way analysis of variance was used, p < 0.05), as a result of which significant differences were obtained according to the following diagnostic criteria: “substitution” (F = 25.72); “interaction” (F = 29.3), “game intent” (F = 13.76); “initiativity” (F = 5.25). Conclusion. Based on the study of the qualitative characteristics of educational environments (according to the ECERS-R scales), it is concluded that the specifics of the educational environment sets the vector of a child's development, contributing (or not contributing) to the disclosure of individual characteristics. The level of development of professional culture and skill in teachers of preschool educational institutions, their personal development determines the possibilities of the intellectual and personal development of the child and depends on the system of conditions for stimulating the quality work of the teaching staff and leaders, their involvement in creative self-development in order to realize creativity and activity as well as to improve their professional skills.

Assessment of stress resilience and occupational personality characteristics of teachers

Assessment of stress resilience and occupational personality characteristics of teachers

Связь педагогического мышления с личностными характеристиками учителя

The article generalizes the findings of a long-term research that identifies the relationship of pedagogical thinking and personal characteristics of teachers. The study is based on a theo­retical generalization of empirical data gathered via the use of psychodiagnostic procedures, including ones that were devised by the author and passed psychometric testing. For the first time, the article provides an overview of 16 PhD research works targeted at identifying the features of pedagogical thinking at all levels of education, including preschool, school, higher,
 postgraduate, and continuing education. The research focuses on the issues of psychological mechanisms and patterns that interlink a teacher’s personal characteristics and the features of pedagogical thinking. It is demonstrated that the move from the situational to the supersituational level of problem solving is the primary psychological mechanism for the professionali­zation of pedagogical thinking. This benefits not just the teacher’s performance but also their deve­lopment. The emergence of new personal formations leads to the alignment of the teacher’s professional and personal growth and raises their degree of thinking resourcefulness. The research enables the development of this concept as a system of generalized empirical results presented as a collection of theoretical ideas about the professionalization of teachers’ thinking, which is necessary to enhance the educational process.

Examining English teachers’ perspectives on competency levels in technopedagogical education

This study aimed at analyzing English teachers’ technopedagogical education competence in Türkiye. This study was carried out as a quantitative design and survey model study. Within the scope of the study, the data collected from 218 English teachers were evaluated. This sample was chosen through the convenience sampling method among the teachers in the population. With the purpose of identifying the technopedagogical levels of English teachers, the “Technopedagogical Content Knowledge Scale” was used in the study. In the analysis of the data, descriptive statistics, frequency, percentage, average, Kruskal Wallis, Mann Whitney U tests were used. As a result of the study, it was determined that English teachers’ technopedagogical education level is “Advanced”. A significant difference was determined in Technopedagogical education competencies according to various personal characteristics of teachers. Within the scope of the research, it is recommended that future research should be carried out in-depth studies on the reasons why English teachers' technopedagogical education competency levels are high.

Why does teacher learning vary in professional development? Accounting for organisational conditions

ABSTRACT Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project. We expected to find that, in addition to personal characteristics, teacher change would be differentiated by the type and number of constraints within the organisational environment. Instead, we found that teacher change was differentiated by teachers’ ability to draw on areas of alignment and iterative learning as resources to resist anti-science and teacher-centred aspects of the organisational environment. These resources were generated through coherence between the PD, teacher pedagogical beliefs, and existing instructional routines, as well as observing student learning while trying out PD strategies.

Challenging parents, teacher occupational stress and health in Dutch primary schools

Continual exposure to challenging behaviour, i.c. from parents, can seriously deplete the teacher’s emotional and physical resources, leading to self-doubt, loss of satisfaction from teaching, impulsivity, rigidity or feelings of anger and guilt. Research on teacher stress has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers. In this study, we examined teacher’s perceptions of their own ability to handle challenging parent behaviour and to establish positive relationships as a possible influence on the quality of teacher-parent relationships. Using a canonical correlation method, we found that unsatisfied parents, overprotective parents, neglectful parents and excessively worried parents have the largest impact on teacher stress. Teachers who experience stress from challenging parent behaviour, suffer mostly from negative feelings toward parents, frustration on working with parents, loss of satisfaction with teaching and to a lesser extent health problems. The data for this research was collected in February and March 2007, amongst 212 elementary school teachers in the middle and middle-east region and urban agglomeration of Western-Holland, the Netherlands. The main aim of this research project is to identify at risk teachers (i.e. those most vulnerable to the presence of behaviourally challenging parents) so that interventions, both in initial teacher training as well as in in-service training, can be applied to help them develop adequate attitudes and coping skills.

Research on the relationship between the construction of school teachers’ team literacy and the educational environment

Abstract Teachers are the leaders of teaching activities, and the quality of teachers is the core of their ability to effectively carry out teaching practice. The quality of teachers’ team is closely related to the educational environment. This paper first aims at the origin and development of the concept of literacy construction and believes that the literacy of teachers’ team in the educational environment is an extension of literacy, and it is also a necessary literacy for teaching. First, it is essential to carry out the calculation of the literacy matching weight. Second, the construction of teacher team literacy mainly includes teachers’ professional literacy, teacher teaching literacy, teacher information literacy, teacher learning literacy and teacher personal characteristics. The construction of team literacy is inseparable from the influence of environmental factors, mainly including the needs of school students, school innovation atmosphere, school education environment and other educational environmental factors. Combined with the quality of teachers’ team, a set of teacher team quality construction framework based on the educational environment is designed. At the same time, the use of information technology innovation and breakthroughs, combined with school teacher team literacy construction requires certain educational environment support, and it is necessary to provide targeted training for literacy construction, create a suitable teaching atmosphere, get rid of traditional teaching presuppositions, and start from the educational environment. The problems that appear in the process are used as a basis to improve the construction of literacy according to the problems. Finally, using deep learning to predict and analyse the data, the experimental results show that the accurate prediction can reach 96.89%, indicating that various factors in the educational environment will affect the construction of teacher team literacy.

Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms

Based on the Teaching Through Interaction (TTI; Hamre et al., 2013) framework and the observational tool Classroom Assessment Scoring System (CLASS; Pianta, La Paro, et al., 2008), some professional development (PD) programs combined with video-based coaching had been developed. Previous studies have well-documented the effects of these PD programs on in-service teachers’ mastery of interactional skills; however, little research has been done on the effects for preservice teachers. In the current study, we aimed to explore: (1) if video-based coaching improves preservice teachers’ interactional skills, and (2) how the personal characteristics of teachers (whether they attend coaching or not) predict the change of interactional skills during their practicum. Using an experimental approach, the study recruited 56 preservice teachers from a Chinese university to participate in the assessment and intervention. Results showed that preservice teachers in the coaching group who received one semester of sustained and individualized coaching support demonstrated a greater improvement in teacher-child interaction skills in the Emotional Support domain than those in the control group. Further, preservice teachers’ higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. These findings shed light on how to design effective preparation programs for preservice teachers during their practicum.

Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.

The Role of Teaching Methodology and Teacher Personality in English Language Teaching

Frequently, the roles of teachers of English are thought to be limited to the transmission of content knowledge. The methodologies of teaching language have been classified into strategies such as direct methods and audio-visual methods. Many previous studies have left out motivation which is a strong teaching and learning strategy. This qualitative research depends largely on the critical analysis of acknowledged and established research works pertaining to the importance of teaching methodology and its relationship with the personality of a language teacher. Based on a pragmatic examination of the subject of the research, this study analyzed how teaching methodologies and personality traits help to produce more competent teachers of the English Language. More recently, in the last two decades, more researchers have studied pedagogies with the aim to understand how they help to achieve better motivation in students. This study also concentrated on the personality characteristics of teachers. In particular, it analyzed how teachers can make use of such nuances as personality traits in order to develop an efficient learner-centered approach to language teaching. The present research is an attempt to ascertain and elaborate that teaching methodology must correspond to the teacher’s personality to ensure a successful language learning atmosphere. Conclusively, this study has found out that the significant personality traits which impact language teaching strategies are: being polite with students, equal and fair treatment of all students, giving positive feedback, avoiding sarcasm, and developing engaging and interesting class tasks.

The Relationship of Emotional Burnout and Personality Characteristics of Teachers

The article presents the results of an empirical study devoted to the study of the relationship between emotional burnout and personal characteristics of teachers. The subjects included 60 teachers of different age and work experience. It is proved that in the group of teachers with experience of 3-10 years high results were obtained on the scales of communicative speed and intellectual emotionality, and the group of teachers with experience of 11-30 years were found at a higher level of formation on the scales of resistance phase, emotional symptoms -moral disorientation, reduction of professional responsibilities, psychosomatic, psychovegetative disorders, intellectual ergism and control scale than in the group of teachers with 3-10 years of experience. The most pronounced component of the emotional burnout syndrome in the general sample is depersonalization, which is manifested in the deformation of interpersonal contacts with the environment in the form of increasing negativity towards them. A statistically significant positive correlation was found in the overall subjects between the variables of emotional burnout such as stress phase, emotional exhaustion, reduction of personal achievements with such variables of personality traits as communicative emotionality, indices of general emotionality and general activity. In other words, the higher the level of personality traits, the better teachers prevent the occurrence of emotional burnout. There were shown negative correlations in the general in subjects studied between such variables of emotional burnout syndrome as stress phase, symptom of traumatic circumstances, symptom of personal alienation, emotional exhaustion with such variables of personality traits as communicative ergicness and intellectual speed. Negative psychological manifestations of emotional burnout in teachers, such as increased irritability, decreased self-control which leads to professional destruction, deformation, crises, stress and other negative formations were found. The obtained results can be used in the practical work of a psychologist with teachers.

Effective teachers’ personality in strengthening character education

<span lang="EN-US">Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.</span>

Exploring the professional identities of pre-service teachers' studying at the University of Ghana

The success of any educational system depends on how it is organised and the extent to which the stakeholders especially teachers accept and own it. The purpose of this study was to investigate pre-service teachers' (N = 58) professional identities using a qualitative approach where teachers were asked to produce a pen portrait of the perceived identities using open-ended questionnaires and drawings. The result from this study shows that the individual teacher's personal characteristics are paramount in shaping his/her personal identity. Teachers in our study generally described themselves as teachers who are working hard to help learners understand themselves and provide effective learning opportunities for students to excel and develop inherent capabilities. It is a great asset to have teachers who see themselves as agents of change rather than custodians of knowledge. It is important to have reflective dialogues with teachers to understand these personal characteristics that shape their identities.

ПОСТРОЕНИЕ СЕТЕВОЙ МОДЕЛИ ГРАЖДАНСТВЕННОСТИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА НА ОСНОВЕ МЕЖДИСЦИПЛИНАРНОГО ПОДХОДА

In the article, the authors propose a project to develop a new approach to the study of the personality characteristics of pedagogical university students based on building a network model of civic consciousness using an integrated interdisciplinary approach. The concept of civic consciousness is used as the basic one for studying the personality characteristics of teachers in training in connection with the high level of social activity of contemporary young people, its impact on professional and pedagogical features, and also because this scientific concept remains unrevealed from the point of view of its semantic content, network modeling and the inclusion of this model into the elements of the educational process and system-forming factors of personality.

Innovative Pedagogical Experiences as a Key Factor of Professional Advancement

A modern teacher has to work on professional self-improvement throughout his/her life in order to be worthy of the high title of “teacher”; therefore, he/she must constantly master the technologies of generalization and dissemination of innovative pedagogical experience. Research Methods: To address the research problems, research methods including analysis of the products of teachers’ activities, survey, analysis, synthesis, comparison, generalization of empirical data, questioning, expert evaluation, and statistical data processing were used. Research Results: In this study, the dissemination of such experiences in the process of upgrading teacher’s pedagogical qualification was positioned as a purposeful assistance in creating and applying the integrated unity of three spaces: educational, educational-reflexive, and social-practical. Discussion: The andragogical support of school teachers, who master innovative pedagogical experiences, should be organized proceeding from the andragogical approach to the educational process, which actualizes the principles of independence, taking into account the experiences of students, the application of learning outcomes to a specific situation, the intensification of the need for education. Conclusion”. The main differences between teachers working in schools and gymnasiums are manifested in a higher level of dissemination activity on the part of gymnasium teachers, which is related to the requirements to the staff in this institution and to personal characteristics of teachers who are more focused on creativity and the introduction of innovations into the pedagogical process.

Кросскультурный подход к исследованию регуляторно-личностных предикторов агрессии

The paper presents data of an empirical study of the relationship between aggressive manifestations and self-regulatory personality characteristics of teachers. It is assumed that the features of aggressive manifestations are determined by personal characteristics and the cultural context of the teachers' lives. The level of self-regulation development is also shaped by sociocultural conditions. The study involved 278 teachers aged 20—72 years from the Stavropol and Krasnodar territories and from the republics of North Ossetia-Alania, Karachaevo-Cherkessia, and Kabardino-Balkaria. The system of research methods was based on the integration of nomothetic and ideographic approaches and included observation and psychological testing. The study revealed certain differences in aggressive manifestations among the respondents from different regions of southern Russia. It was found that the level of conscious self-regulation development is not an invariant and has its cross-cultural specifics. Indicators of conscious self-regulation (planning, evaluation of results), racial tolerance and restraint in risk situations are significant predictors of aggression management.

Students-teacher Perspectives on the Qualities of Mentor-teachers

Where policy-makers generally focus on the importance of outcomes in terms of competencies, many researchers emphasize the more personal characteristics of teachers (Tickle, 1999). In this pilot study we wanted to identify the essential qualities of a mentor. Students were asked to reflect on positive and negative personal attributes related to being,good mentors, and list 10 essential attributes for each. The student-teachers (80) interacted for 2 semesters with 12 teacher-mentors in high schools and learned teaching from a model teacher. The reflection is based on the experience of mentoring (external influences), personal conception (internal influences) about a good mentor and attributes incompatible with mentoring.