On the Issue of Pedagogical Authority

The paper focuses on Mikhail Kondratyev’s contributions to the exploration of pedagogical authority. Basing on the survey of 3056 students of 5—9 classes of Moscow schools the paper analyzes adolescents’ attitudes towards teacher as a referent adult: evaluations of his/her significance as a role model, descriptions of his/her social status with regard to the usefulness of the information received by the adolescent. It also reviews some features of interpersonal relationships within the teacher-student interaction: the adolescents’ reactions to criticisms, their evaluations of the significance of various reasons underlying conflicts with the teacher. The attitude of the students toward their teacher is analyzed through the lens of the educational process, including such parameters as the students’ physical and mental state during the lesson (authori- tarian/democratic style of the teacher’s behavior); the students’ trust in the teacher as the source of credible evaluations of their learning success; the impact of the teacher on the students’ interest in the school subject. The outcomes of the survey are reviewed in the context of the influence of certain demographic and social stratification factors. Special attention is drawn to the impact of academic achievements and the adolescent’s status in the group on his/her attitudes towards the teacher as the authoritative adult.

1. Kondrat’ev M.Ju. Slagaemye avtoriteta [Elements of authority] [Novoe v zhizni, nauke, tehnike. Ser. “Pedagogika i psihologija” № 4]. Moscow, 1988. 80 p.
2. Kondrat’ev M.Ju. Vzaimosvjaz’ avtoriteta lichnosti i avtoriteta roli uchitelja [Inter- communication of authority of role and authority of personality of teacher] [Voprosy psi- hologii]. [Questions of psychology]. Moscow, 1987. pp. 99—103.
3. Kondrat’ev M.Ju., Kravchino E.O. Social’no-psihologicheskaja specifika avtoriteta ped- agoga v glazah raznostatusnyh i raznovozrastnyh vospitannikov zakrytyh obrazovatel’nyh uchrezhdenij dlja real’nyh i «social’nyh» sirot [Social-psychological specific of authority of teacher in the eyes of raznostatusnykh and raznovozrastnykh pupils of the closed educational establishments for the real and «social» orphans of] [Social’naja psihologija i obshhestvo № 3] [Social psychology and society № 3]. Moscow, 2012 pp. 48—57.
4. Kondrat’ev M.Ju. Social’no-psihologicheskie osobennosti vzaimootnoshenij podro- stkov i pedagogov v uslovijah detskih domov i shkol — internatov dlja «social’nyh» i real’nyh sirot [Social-psychological features of mutual relations of teenagers and teachers in the conditions of child’s houses and schools — boarding-schools for «social» and real or- phans] [Social’naja psihologija i obshhestvo, № 2] [Social psychology and society № 2]. Moscow 2012 pp. 143—153.
5. Sobkin V.S., Pisarskij P.S. Sociokul’turnyj analiz obrazovatel’noj situacii v megapolise. [A sociokul’turnyy analysis of educational situation is in megapolise]. Moscow: Publ. De- partment of education of Russian FEDERATION, 1992, 159 p.
6. Sobkin V.S., Pisarskij P.S. Cennostnye orientacii starsheklassnikov nachala 90-h. Krosskul’turnoe sopostavlenie (Moskva-Amsterdam) [Cennostno-normativnye orienta- cii sovremennogo starsheklassnika]. [Began the valued orientations of senior pupils 90th. Krosskul’turnoe comparison (Moscow-Amsterdam)] Trudy po sociologii obrazovanija. [So- ciology of education. Proceedings of the sociology of education] Tom 1. Vypusk 2. Moscow, Centr sociologii obrazovanija RAO 1993. pp. 6—63.
7. Sobkin V.S. Starsheklassnik v mire politiki. Empiricheskoe issledovanie. [High school Student in the world of politics. The empirical study.] Moscow: ISO RAO, 1997. 320 p.
8. Sobkin V.S., Ravljuk S.A. Uchitel’: desjat’ let spustja [Teacher: after ten years] Pervoe sentjabrja. Moscow: Publ. First September, 2001, № 62 (1044).
9. Sobkin V.S. Problemy tolerantnosti v podrostkovoj subkul’ture. Trudy po sociologii obrazovanija. [Problems of tolerance in juvenile subculture of. Trudy on sociology of educa- tion]. T. VIII. Vyp. XIII. Moscow: Centr sociologii obrazovanija RAO, 2003. pp. 193—207.
10. Sobkin V.S., Abrosimova Z.B., Adamchuk D.V., Baranova E.V. Podrostok: normy, riski, deviacii. Trudy po sociologii obrazovanija. [Teenager: norms, risks, deviacii. Labours on so- ciology of education] In Sobkin V.S. (ed.) T. X. Vyp. XVII. Moscow: Centr sociologii obrazovanija RAO, 2005, 359 p.
11. Sobkin V.S., Kalashnikova E.A. Sociologija shkol’noj otmetki. Trudy po sociologii obra- zovanija. [Sociology of school mark of. Trudy on sociology of education] T. ХV. Vyp. ХХVI. Moscow: Institut sociologii obrazovanija RAO, 2011, pp. 46—75.
12. Sobkin V.S., Ivanov I.D., Kalashnikova E.A. Uchitel’ glazami sovremennogo po- drostka. Sociologija obrazovanija. Trudy po sociologii obrazovanija. [Teacher by the eyes of modern teenager. Sociology of education. Labours on sociology of educa- tion.] T. XVI. Vyp. XXVIII. Moscow: Institut sociologii obrazovanija RAO, 2012, pp. 179—191.
13. Kalashnikova E.A. Social’no-psihologicheskie osobennosti otnoshenija uchashhihsja osnovnoj shkoly k uchebnoj dejatel’nosti [Social-psychological features of relation student basic school to educational activity] dis. kand. psihol. nauk. MGU im. M.V. Lomonosova, Moskva, 2015, 156 p.
14. Sobkin V.S., Adamchuk D.V., Zhukov I.D., Janbekova D.V. Motivacionno-celevye as- pekty dejatel’nosti uchitelja [Motivational-having a special purpose aspects of activity of teacher], Moscow: Pedagogika 2014, № 9, pp. 69—80.
15. Sobkin V.S., Adamchuk D.V. Sovremennyj rossijskij pedagog: jeskiz k sociologiches- komu portretu [Modern Russian teacher: sketch to the sociological portrait] Moscow: Publ. Nekommercheskoe partnerstvo «Avtorskij Klub», 2015, 60 p.
16. Sobkin V.S., Adamchuk D.V. Kakie peremeny nuzhny sovremennomu obrazovaniju. O professional’nom samochuvstvii shkol’nogo uchitelja [What changes need modern edu- cation. About the professional feel of teacher] Moscow: Uchitel’skaja gazeta 2015, № 16, pp. 8—9.
17. Sobkin V.S., Adamchuk D.V., Kurneshova L.E. Social’no-rolevye otnoshenija «uchitel’- uchenik» [Social-role relations are a «teacher-student»] Moscow: Pedagogika, 2015, № 8, pp. 22—31.