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Personality Traits Of Teachers As A Precondition For Sustainability Of Communicative Behaviour

The significance of the study is related to the dissatisfaction of both teachers and students with teacher-student communication. Such dissatisfaction primarily blocks the identity and activity formation of students in educational activities. The hypothesis of the research assumes that constructive teacher-student communication is possible, and it’s predetermined by such personal characteristics as self-confidence, as well as formation of professionally significant communication skills. The study is based on a sample of teachers (n = 72) from the middle and secondary level of the Moscow school and students of 7-11 grades (n = 402) of the same school. It uses the original author's methodologies – "Patterns of self-attitude" allowing one to study the constructiveness / destructiveness of self-attitude, and "Communicative skills of teachers". The results of the correlation analysis using the Spearman coefficient confirmed the author’s hypotheses. The obtained data on the influence of the teacher's self-attitude on the type of communication with students allows us to state the need to introduce the support for teachers into the practice of psychological assistance. Traditionally, the school psychological service is focused more on students and their parents, while a teacher as one of the most important subjects in education remains without proper psychological support.