Mokytojų socialinio aktyvumo ypatumai.

LTStraipsnyje nagrinėjami mokytojų socialinio aktyvumo ypatumai individualios psichologijos aspektu: socialinis interesas, pozicija kitų žmonių atžvilgiu, siekiai pagrindinėse gyvenimo sferose. Pateikiami rezultatai, kurie atskleidžia dėsningus minėtų ypatumų ryšius. [Iš leidinio]Reikšminiai žodžiai: Individualioji psichologija; Mokytojai; Bendrumo jausmas; Socialinis interesas; Socialinis aktyvumas.

ENThe article deals with the features of teachers’ social activity in the frame of Individual Psychology. The sample included subjects (n = 202) from different schools of Lithuania. Each subject responded to three instruments: social interest scale, questionnaire of position to anothers, self-description of the life tasks. Covariates used were gender, age and teaching experience. Data were analysed via factorial analysis of variance and multiple comparisons by “Paula” program. According to the investigation results most teachers demonstrate very high and high social interest level and this level was significantly higher for older and more experienced teachers than for their younger counterparts. Significantly higher dominating and smaller connivance indicators were found for older teachers, while significantly higher cooperation was noticed among experienced teachers. Great importance was attached to social activity of the family by all subjects, but male subjects gave significant preference. Correspondingly work occupied the second position in the hierarchy of life tasks, especially among older teachers (p<0,001), whereas social relation for the same category subjects was less significant (p<0,001). The third position in the hierarchy was given to social relation by the whole sample. Factorial analysis of data revealed three groups of indicators, on the basis of which supposition can be made that position to anothers had more diversity in the family and in social relation life spheres, while at work the former doesn’t reveal itself adequately. It can be noted, that the above findings might have implications for teacher training in effective class management. [From the publication]