Проблеми сучасної психології (Mar 2023)
The Problem of the Influence of Social Intelligence of Teachers on the Organization of Problem-Based Learning at Secondary Schools
Abstract
The purpose of our article is to study the level of the development of teachers’ social intelligence of teenagers and senior pupils who teach the natural sciences and humanities; to receive and to analyze the results according to Subtest 3 “Verbal Expressions” (Гилфорд & О’Салливен, 2021), which determine the ability to understand the significance of such verbal reactions of people depending on the context of the situation; to study the problem of the influence of Social Intelligence of teachers on the organization of problem-based learning at secondary schools. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. In our research we used empirical methods, such as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M.O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021). The results of the research. We diagnose the level of the development of the ability to predict the development of a social situation depending on external circumstances. There is a slight tendency towards higher indicators of social intelligence of women, but there aren’t significant differences in the indicators of social intelligence of men and women at high, medium and low levels, which have been established. We can note that the subjects who performed the tasks of this test equally well, had indicators of a high level of development of social intelligence. We proved, that because respondents with a high level of the development of social intelligence according to this subtest are able to extract the maximum amount of information about people’s behavior, they are able to understand the language of non-verbal communication, express quick and accurate judgments about other people, successfully predict their reactions in given conditions, show farsightedness in the relationships with others, which contributes to their successful social adaptation. Conclusions. So, teachers with a high level of social intelligence are usually successful communicators. They are characterized by contact, openness, tact, benevolence and cordiality. A high level of social intelligence is associated with a great interest in solving social problems, by the need to influence others and it is often combined with a high level of organizational pupils’ skills development. All the listed personal qualities characterize teachers of humanitarian professions.
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