Проблеми сучасної психології (Mar 2019)
The Amplification of the Abilities of Social Intelligence of Teachers of Contemporary Secondary School
Abstract
The article states that social intelligence is considered as the ability that has certain peculiarities. Thus, the explication of social intelligence is possible only within the process of the subject-subject activity. It was noted that the amplification of the abilities of social intelligence took place in the process of interpersonal interaction. Taking into account the multidimensional nature of the scope of exploring these abilities, it is obvious that social intellect contains a certain complex of capabilities that are clearly consistent with each other, and they are rather stable for each person. It was determined that the development of this group of abilities was due to the process of socialization of the person, the influence of both internal resources and characterological characteristics of the person, gender differences, etc., and according to the impact of the environment on a person. The authors of the article believe that the social intelligence of the teacher contains cognitive, empathic and mnemonic aspects. Elements (or scripts, frames, concepts) of the empathic aspect of social intelligence are the content of specific educated perceptions of the images of the reality that can be perceived directly, and all those content arises some images in the memories and the imagination of the person. The specific function of the empathic aspect of social intelligence is that empathic frames, scripts, and concepts give emotional products of the intellectual activity, form a peculiar picture of the world that can be considered as a result of the work of social intelligence, which causes the world to appear to the subject as continue existing in the paradigm of metacognitive field. The obtained results about the levels of social intelligence of teachers indicate that the level of the development of social intelligence does not depend on the level of qualification of a teacher, that is, on the length of work at school, the age of the respondents, etc. It was proved that the social intelligence of the teacher depended, first of all, on the gender characteristics of the respondents, as well as on the subject area of the professional activities that the teacher was engaged in since he/she finished the university. Consequently, the level of the development of social intelligence of a teacher will depend on the psychological type of his/her personality, and this type, in turn, predetermined the choice of the respondent in one or another sphere of the professional activity (for example, natural sciences or humanities ones, or Physics and Math, the profession of the teacher of primary school, etc.). The psychological type of the teacher’s personality in a great degree provides so called amplified structure of the teacher’s abilities that are the part of his/her social intelligence.
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