Abstract:

Emotions and emotional focus of educators are one of the most important factors determining the success of the educational process. Emotional characteristics of educators influence both the success of learning activity of students and schoolchildren, and the professional development of educators, styles of pedagogical communication. The dependence of the educator's success on his personal qualities is noted in the works of many researchers. Emotionality and emotional focus are attributed to the personal qualities of educators which are the least developed in the theory of higher pedagogical education. At the same time, in psychology, the issue of emotions and emotionality is one of the most debated - the essence of emotions as a psychological phenomenon, sources of its formation, possibility of classifying emotions, influence of emotions on cognition and human activity are discussed. The question of emotional characteristics and emotional focus should be considered in the context of studying the styles of pedagogical communication, since the style includes emotional components, determining the specifics and uniqueness of pedagogical communication. This task is extremely important for the analysis of the psychological issues of the education system. The emotional characteristics and emotional focus of educators with different styles of pedagogical communication are considered in the paper. The sample consisted of 60 educators from three schools (aged from 22 to 56, 59 women and 1 man). We used methods for assessing various emotions and emotional focus (Differential Emotions Scale by C. Izard, 1980; Determination of general emotional focus of personality by B.I. Dodonov, 1978, Diagnostics of dominant emotional modality among teachers, LA Rabinowicz, 2002), and method for assessing the style of pedagogical communication (Diagnostics of styles of pedagogical communication, 2002). In this study, we posed two research questions: first, the influence of emotions and emotional focus on the styles of pedagogical communication. Second, the interrelation between the styles of pedagogical communication, emotional characteristics and characteristics of emotional focus of educators. Descriptive statistics, correlation analysis (SPSS, V. 22) were used. It was found that among educators with different styles of pedagogical communication, there are differences in the intensity of emotions and emotional focus. Significant differences were revealed for the emotion of interest among educators with different styles of pedagogical communication. The results of the correlation analysis showed that there are interrelations between the indicators of the styles of pedagogical communication with the basic emotions and types of the emotional focus of educators. The obtained results can be used to create new programs on the development of the emotional focus of educators as a means of increasing the success of pedagogical communication and the basis for the development of professional self-realization of educators.

Keywords:

Emotion, emotional focus, style of pedagogical communication, educator.