Abstract:

The efficient teacher is always responsible for a psychological environment in the classroom; he/she needs to solve conflicts on a regular base, to take care of pupils’ psychological and psychical swell being. To ensure pupils’ psychological well-being, the teacher needs to know individual peculiarities of pupils’ development and to create favorable socio-psychological conditions, workload) for development of pupils’ self-management, self-control, and self-regulation).

A classroom is a multidimensional space where the interaction between the participants takes place. It is comprised of such components as human interaction patterns, and unique social physical and spiritual dimensions. Wise management of diverse participants’ needs and individual characteristics of participants can ensure efficient learning process. Teacher as a classroom leader needs to be aware of how to create a necessary social climate that fosters the learning process.

The aim of the article is to explore how individual peculiarities can influence a leadership style. The authors explore such particular features of an individual as dominance and submissiveness. The authors used quantitative T. Lirī, G.Leforžsa and R.Sazeka methodology. The number of participants comprises 204 participants (N=204) from different regions of Latvia from in the age group from 18 until 60. The aim of the article is to find out the correlation between personal peculiarities and the leadership style that can determine teachers’ and pupils’ social interaction in the educational process.

Methodological part focuses on the study of such personality features as “domination” and “submission” which play quite a significant role in decision-making process, based on one’s opinion and or taking a position of submissiveness. Statistical methods for data analysis used for the purpose of this study are the following: Kolmogorova- Smirnova criterium (NPar Tests) to determine the distribution of results, Student criterion, Paired Samples Test, ANOVA, descriptive statistics.

Based on the results of this study, the authors have interpreted the peculiarities of personality traits of teachers. It was discovered that the content of personality traits can describe teachers’ management style. It was concluded that gender and age influence personality features as well as the content of management style that describes teachers’ competency in organizing the pedagogical process.

Keywords:

Individual peculiarities, social interrelatedness, management, educational process.