Teacher's personality and psychological climate in the team
The article raises the question of the advisability of continuing education of teachers in the format of supervision and Balint groups. The relevance of this research is associated with the need to justify the expansion of the approach to understanding the competence of the teacher. The research problem is reflected in the fact that the teacher's continuous educational route at the moment involves regular training in the framework of the taught disciplines. However, mastery of professional competencies should not be limited to professional knowledge, skills, but should also be aimed at the personal growth of the teacher. The goal of research is to study the influence of the style of pedagogical communication on the psychological climate in the elementary grades and the relationship of the personal characteristics of teachers with the style of pedagogical communication. Methodology. The study used research methods such as observation; survey (questionnaire); sociometry; psychological testing using psychodiagnostic techniques: “a technique for observing the verbal effects of a teacher in a lesson” by L. A. Regush; methodology “The style of teachers' pedagogical communication” by A. B. Maysky and E. G. Kovaleva; “Abbreviated multifactor questionnaire for personality research” adaptation by V. P. Zaitseva; express methodology for studying the socio-psychological climate in a team under the authorship of O. S. Mikhalyuk and A. Yu. Shalito. A total of 651 people participated in the empirical study: 19 teachers and 632 pupils. Results. The influence of the style of pedagogical communication on the psychological climate in the school team is proved. It was found out that the liberal style of pedagogical communication contributes to the emergence of an unfavorable psychological climate; the democratic style is the basis for the formation of a favorable climate in the classroom. The relationship between the personal qualities of the teacher and the predisposition to use the style of pedagogical communication is proved: teachers with increased anxiety are inclined to the liberal style of pedagogical communication; teachers who are optimistic are prone to a democratic style. The importance of awareness, reflection and personal growth of teachers as a factor in increasing the effectiveness of professional activity is identified and argued.