Generational predictors of styles of teachers’ interaction

Abstract

The study of socio-psychological characteristics of intergenerational, pedagogical interaction of teachers from different generations is relevant. The empirical study involved university professors (482 people). The following techniques were used: the method of measuring the type of mentality (Pishchik); of cultural-values differential (Soldatov and others), the questionnaire of interpersonal relations by Rukavishnikov, the technique of “Diagnosis of interpersonal relations” by Leary, the technique of diagnostics of the communicative setting by Boyko, multi-factor personal questionnaire FPI. It is revealed that the dominant styles of intergenerational pedagogical interaction of teachers are indifferent, dialogic, manipulative, conformal. Teachers of the “Soviet” and “Transition” generations are more likely to have dominance in relations, only a small percentage of teachers – friendliness. In this group, the components of generational pedagogical interaction have a different structure: an indifferent and alterocentric style of communication with partners, there is a tendency to submission in relationships with people.

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