Science for Education Today, 2019, vol. 9, no. 4, pp. 214–230
© Goncharevich N. A., Shajdurova O. V., Kovalevich I. A., Pomazan V. A., Rostovtseva M. V., 2019
UDC: 
159.928.23

Dependence of teachers’ tolerance level on their teaching experience and some personality traits

Goncharevich N. A. 1 (Krasnoyarsk, Russian Federation), Shajdurova O. V. 1 (Krasnoyarsk, Russian Federation), Kovalevich I. A. 1 (Krasnoyarsk, Russian Federation), Pomazan V. A. 1 (Krasnoyarsk, Russian Federation), Rostovtseva M. V. 1 (Krasnoyarsk, Russian Federation)
1 Siberian Federal University
Full text (Open Access) — Downloaded 1116
Abstract: 

Introduction. The authors investigate the problem of developing teachers’ tolerance as a condition of their effective professional practice. The purpose of the article is to identify teachers’ tolerance level depending on their teaching experience and some personality traits.
Materials and Methods. The study was based on modern international approaches, which define tolerance as a personal quality which contributes to effective teacher-student communication in problem situations and promotes children’s socialization. (Gilltspie, D., Gural, S. K., Kim-Maloney A.A.).
The empirical research involved the following psychodiagnostic methods: (1) A. A. Zinovkin’s tolerance test for teachers; (2) V. Boyko’s tool for communicative tolerance assessment; (3) R. Cattell’s Personality Factor Questionnaire. The study was conducted at Number 18 Secondary School in Krasnoyarsk. The sample consisted of 71 secondary school teachers.
Results. It has been revealed that the dynamics of the components of teachers’ tolerance depends on their teaching experience. The current study has found that teachers with 4-7 years of experience demonstrate higher level of tolerance compared to teachers with 20 - 40 years of experience, which may be explained by the professional burnout syndrome.
The results of the study indicate that high level of teachers’ tolerance is determined by the following characteristics: high intelligence, divergent thinking, emotional stability, ability to judge a situation adequately, patience, absence of competition, self-confidence and self-reliance, insensitivity to approval or disapproval from others, resistance to difficulties, sociability, purposefulness, awareness of social norms and desire to follow them.
It has been statistically proved that teachers’ tolerance is interconnected with the following personality traits: high intelligence, emotional stability, insight, ability to restrain anxiety, low suspiciousness and propensity to guilt feelings.
Conclusions. The authors conclude about the dependence of teachers’ tolerance level on teaching experience and some personality traits.

Keywords: 

Tolerance; Teachers’ tolerance; Communicative tolerance; Personality traits; Educational environment.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:39256963

Prominence Percentile SciVal: 97.701 Creative Performance | Implicit Theories | Gifted

https://www.scopus.com/record/display.uri?eid=2-s2.0-85074646936&origin=...

Dependence of teachers’ tolerance level on their teaching experience and some personality traits

For citation:
Goncharevich N. A., Shajdurova O. V., Kovalevich I. A., Pomazan V. A., Rostovtseva M. V. Dependence of teachers’ tolerance level on their teaching experience and some personality traits. Science for Education Today, 2019, vol. 9, no. 4, pp. 214–230. DOI: http://dx.doi.org/10.15293/2658-6762.1904.13
References: 
  1. Arquero J. L., Fernandez-Polvillo C., Hassall T., Joyce J. Relationships between communication apprehension, ambiguity tolerance and learning styles in accounting students. Revista de Contabilidad, 2017, vol. 20, issue 1, pp. 13–24. DOI: https://doi.org/10.1016/j.rcsar.2015.10.002
  2. Hu Liang Cai. Interaction between human being and urban culture space: One of the motivations for higher education internationalization. Integration of Education, 2016, vol. 20, no. 2, pp. 150–157. DOI: https://doi.org/10.15507/1991-9468.083.020.201602.150-157 URL: https://elibrary.ru/item.asp?id=26100373 
  3. Cornish F., Campbell C., Montenegro C. Activism in changing times: Reinvigorating community psychology – introduction to the special thematic section. Journal of Social and Political Psychology, 2018, vol. 6, no. 2, pp. 526–542. DOI: https://doi.org/10.5964/jspp.v6i2.1111
  4. Dede C., Grotzer T. A., Camarainen A., Metcalf S. EcoXPT: Designing for deeper learning through experiments in a virtual ecosystem with immersion. Journal of Educational Technology and Society, 2017, vol. 20, no. 4, pp. 166–178. URL: https://www.jstor.org/stable/26229215
  5. Dovark M., Johansson M. Personalized education as a repressive tolerance: A comparative ethnographic analysis of research in three Swedish schools. Ethnography and education, 2016, vol.  11, issue 3, pp. 331–344. DOI: https://doi.org/10.1080/17457823.2015.1101383 
  6. Gebert D., Buengeler C., Heinitz K. Tolerance: A neglected dimension in diversity training? Academy of Management Learning & Education, 2017, vol. 16, no. 3, pp. 415–438. DOI: https://doi.org/10.5465/amle.2015.0252
  7. Gilltspie D., Gural S. K., Kim-Maloney A. A. Promotion of the Russian language in the Eurasian space through the culture and lifestyle of the peoples of Siberia. Language and Culture, 2017, no.  40, pp. 8–19. (In Russian) DOI: https://doi.org/10.17223/19996195/40/1 URL: https://elibrary.ru/item.asp?id=32664639 
  8. Gray E. Teaching and tolerance: Aversive and divisive pedagogical encounters. Discourse-Studies in the Cultural Politics of Education, 2018, vol. 39, issue 3, pp. 422–433. DOI: https://doi.org/10.1080/01596306.2016.1273881
  9. Mistry R. S., Nenadal L., Hazelbaker T., Griffin K. M., White E.S. Promoting school age children of wealth, poverty, and civic engagement. PS, Political Science & Politics, 2017, vol. 50, issue 4, pp. 1068–1073. DOI: https://doi.org/10.1017/S1049096517001329
  10. Paredes C. L. Immigrant tolerance as a dimension of cosmopolitanism: An explanation of attitudes towards immigrants in Houston. Sociological Spectrum, 2017, vol. 37, issue 3, pp. 149–170. DOI: https://doi.org/10.1080/02732173.2017.1299598
  11. Parker C. Pedagogical tools for peacebuilding education: Involvement and empathy with different perspectives in multicultural primary classes. Theory and Research in the Field of Social Education, 2016, vol. 44, issue 1, pp. 104–140. DOI: https://doi.org/10.1080/00933104.2015.1100150
  12. Praag B. V., Sanchez H. S. Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. ReCALL, 2015, vol. 27, supplement 3, pp. 288–303. DOI: https://doi.org/10.1017/S0958344015000075
  13. Rohr F. The subject-object-relationship in Karl Jaspers' periechontology: A contribution to an education for openness, tolerance and existential realization. ETD Educacao Tematica Digital, 2016, vol. 18, no. 3, pp. 596–613. DOI: https://doi.org/10.20396/etd.v18i3.8646186
  14. Tsenkova A. K., Yordanova L. K., Kiryakova G. G. Intercultural competences for contemporary teachers. Education and Self Development, 2018, vol. 13, no. 2, pp. 53–60. (In Russian) URL: https://elibrary.ru/item.asp?id=36335289  DOI: https://doi.org/10.26907/esd13.2.06
  15. Villarejo-Carballido B., Pulido C. M., de Botton L., Serradell O. Dialogic model of prevention and resolution of conflicts: Evidence of the success of cyberbullying prevention in a primary school in Cataloni. International Journal of Environmental Research and Public Health, 2019, vol. 16 (6), pp. 918. DOI: https://doi.org/10.3390/ijerph16060918
  16. Vodneva S. N., Donina I. A., Sherayzina R. M. Pedagogical Tolerance as an interdisciplinary phenomenon. Tomsk State Pedagogical University Bulletin, 2016, no. 1, pp. 144–150. (In Russian) URL: https://elibrary.ru/item.asp?id=25291462  
  17. Lebedeva E. V., Zavodchikov D. P. Professional identity and trans-perspective of professional development of future teachers. Innovative Science, 2018, no. 12, pp. 452–464. (In Russian) DOI: https://doi.org/10.24224/2227-1295-2018-12-452-464  URL: https://elibrary.ru/item.asp?id=36763192
  18. Merzlyakova D. R. Creating a questionnaire to measure the degree of professional burnout. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7, no. 3, pp. 53–71. (In Russian) DOI: https://doi.org/10.15293/2226-3365.1703.04 URL: https://elibrary.ru/item.asp?id=29962758
  19. Morozova O. P. The elementary school teacher’s pedagogical tolerance. Yaroslavl Pedagogical Bulletin, 2013, vol. 2, no. 2, pp. 176–179. (In Russian) URL: https://elibrary.ru/item.asp?id=20406744  
  20. Morozova O. P. Current trends and principles of teachers professional development in the system of continuing teacher education. Novosibirsk State Pedagogical University Bulletin, 2015, vol. 5, no. 6, pp. 15–26. (In Russian) DOI: https://doi.org/10.15293/2226-3365.1506.02 URL: https://elibrary.ru/item.asp?id=25112113
  21. Omelchenko E. A., Chesnokova G. S., Agavelyan R. O. Self-expression within the value system of prospective preschool educators. Novosibirsk State Pedagogical University Bulletin, 2018, vol.  8, no. 1, pp. 7–22. (In Russian) DOI: https://doi.org/10.15293/2226-3365.1801.01 URL: https://elibrary.ru/item.asp?id=32573583  
  22. Savchenkov A. V. Extreme pedagogy as a factor for enhancing emotional stability of teachers. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 5, pp. 22–40. (In Russian) DOI: http://dx.doi.org/10.15293/2226-3365.1805.02  URL: https://elibrary.ru/item.asp?id=36433776
  23. Sadovnikova N. O., Sergeeva T. B. Semantic self-regulation in context of teachers’ experiences of professional identity crisis. Scientific Dialogue, 2018, no. 1, pp. 265–277. (In Russian)DOI:  https://doi.org/10.24224/2227-1295-2018-1-265-277 URL: https://elibrary.ru/item.asp?id=32335806
  24. Samokhin I. S., Sokolova N. L., Sergeyeva M. G. On problem of tolerance of school teachers and students of pedagogical specialties in context of Russian inclusive education. Scientific Dialogue, 2017, no. 7, pp. 207–223. (In Russian) DOI: https://doi.org/10.24224/2227-1295-2017-7-207-223  URL: https://elibrary.ru/item.asp?id=29761384
  25. Sivrikova N. V., Chernikova E. G., Sokolova N. A.  Teachers’ satisfaction with life and educational process as predictors of their social and psychological adaptation. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7, no. 6, pp. 87–100. (In Russian)DOI: https://doi.org/10.15293/2226-3365.1706.06 URL: https://elibrary.ru/item.asp?id=30794030
Date of the publication 31.08.2019