The impact of the educator’s emotional orientation and personal qualities on the process of gaining authority among socially maladjusted adolescents

V. K. Eliseev; I. M. Eliseeva; U. I. Dedyaeva; M. V. Korobova; U. V. Romanova

V. K. Eliseev Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University Russian Federation https://orcid.org/0000-0002-7607-911X
I. M. Eliseeva Chair of Visual Arts, Decorative Arts, and Design of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation https://orcid.org/0000-0003-4178-8140
U. I. Dedyaeva Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation
M. V. Korobova Chair of psychology, pedagogy and special education of lipetsk state pedagogical p. semenov-tyan-shansky university, lipetsk, russian federation https://orcid.org/0000-0002-4093-7434
U. V. Romanova Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation https://orcid.org/0000-0002-7302-4658

Keywords: Teacher’s authority, socially maladjusted adolescents, general emotional orientation type, educator’s personal qualities.

Abstract

The relevance of the problem explored in the article is conditioned by the role the educator plays in the upbringing and education of the younger generation. The educator impacts on children and adolescents shaping their personality. Pedagogical activity is based not only on various professional competencies realized by the educator, but also on the personality orientation and a set of personal qualities that enable him or her to organize the educational process effectively and, if necessary, to provide psychological and pedagogical assistance for socially maladjusted children and adolescents. One of the major conditions for psychological correction is the type of the educator’s emotional orientation and his or her personal qualities that may significantly affect a child’s behavior and development on the whole. The study aims to empirically investigate how the type of the educator’s emotional orientation and personal qualities influence the process of gaining authority among socially maladjusted adolescents. The following methods and techniques were used in the course of research: literature analysis, the empirical methods of observation, experimenting, questionnaire, B.I. Dodonov’s questionnaire for determining emotional orientation; D. Feldes’ modified scale of “sympathetic distance”; a referential scale. The methods of qualitative and quantitative analysis were applied to process the obtained data. The research data were obtained by means of testing and polling 28 comprehensive school teachers and educators of Lipetsk Medical-Psychological Center (Russia) and local secondary schools as well as 62 at-risk teenagers in 2018–2019. The study resulted in determining the dominant types of emotional orientation intrinsic to “effective” educators who are successful in working with socially maladjusted adolescents. It was discovered that adolescents tend to intuitively choose educators with the altruistic and communicative types of the general emotional orientation as a reference person (a significant person). In assessing the educators’ personal qualities, adolescents also give preference to features that are part of the “inventory” of the altruistic and communicative types of emotional orientation. The practical relevance of the research is stipulated by the fact that its general theoretical approaches and practical results can be used by school teachers and educators employed in rehabilitation centers dealing with socially maladjusted adolescents.

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Author Biographies

V. K. Eliseev, Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University Russian Federation

PhD (Psychology), PhD in Education, Professor, Head of the Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University Russian Federation

I. M. Eliseeva, Chair of Visual Arts, Decorative Arts, and Design of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation

PhD of Pedagogical Sciences, Associate Professor, Head of the Chair of Visual Arts, Decorative Arts, and Design of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation

U. I. Dedyaeva, Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation

Master’s student of the Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation

M. V. Korobova, Chair of psychology, pedagogy and special education of lipetsk state pedagogical p. semenov-tyan-shansky university, lipetsk, russian federation

PhD in Education, Senior Lecturer of the Chair of psychology, pedagogy and special education of lipetsk state pedagogical p. semenov-tyan-shansky university, lipetsk, russian federation

U. V. Romanova, Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation

PhD in Education, Associate Professor of the Chair of Psychology, Pedagogy and Special Education of Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russian Federation

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