Science for Education Today, 2021, vol. 11, no. 2, pp. 32–54
© Ptashko T. G., Chernikova E. G., Perebeynos A. E., Sivrikova N. V., Sokolova N. A., 2021
UDC: 
373

Relationship between the assessment of the formation of conflict resolution component in the teacher's image and the desire to enter the teaching profession

Ptashko T. G. 1 (Chelyabinsk, Russian Federation), Chernikova E. G. 1 (Chelyabinsk, Russian Federation), Perebeynos A. E. 1 (Chelyabinsk, Russian Federation), Sivrikova N. V. 1 (Chelyabinsk, Russian Federation), Sokolova N. A. 1 (Chelyabinsk, Russian Federation)
1 South Ural State Humanitarian Pedagogical University
Full text (Open Access) — Downloaded 979
Abstract: 

Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education.
Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used.
Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers.
The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers.
Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.

Keywords: 

Future teacher; Motivation of professional activity; Conflictological component of the teacher's image; The teacher's image, the structure of the teacher's image; Self-determination in professional activity; Factor analysis.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:45741067

For citation:
Ptashko T. G., Chernikova E. G., Perebeynos A. E., Sivrikova N. V., Sokolova N. A. Relationship between the assessment of the formation of conflict resolution component in the teacher's image and the desire to enter the teaching profession. Science for Education Today, 2021, vol. 11, no. 2, pp. 32–54. DOI: http://dx.doi.org/10.15293/2658-6762.2102.02
References: 
  1. Borisova E. S. The problem conflictological competence in the field of educational organizations. News of the Samara Scientific Center of the Russian Academy of Sciences. Social, Humanitarian, Medical and Biological Science, 2017, vol. 19 (2), pp. 28–32. (In Russian) URL: https://www.elibrary.ru/item.asp?id=29430062
  2. Gluzman N. A. Professional image formation of a future social care teacher. The Education and Science Journal, 2017, vol. 19, pp. 52–69. (In Russian) DOI: http://dx.doi.org/10.17853 / 1994-5639-2017-9-52-69 URL:  https://www.elibrary.ru/item.asp?id=30637997
  3. Zaghloul H. S., Mahdy D. S. The impact of practical aspects of communication and thinking skills formation on improving self-management skills in university students. The Education and Science Journal, 2020, vol. 22 (8), pp. 41–74. (In Russian) DOI: http://dx.doi.org/10.17853/1994-5639-2020-8-40-74 URL: https://www.elibrary.ru/item.asp?id=44057968
  4. Ivanova E. K., Chemerilova I. A. The conflictological culture of the modern teacher and its implication in the professional activity. Bulletin of the Bashkir University, 2015, vol. 20 (2), pp. 716–721. (In Russian) URL: https://elibrary.ru/item.asp?id=23854334
  5. Kudashkina O. V., Tarasova S. V., Rogachev A. I. Psychological preparation of future teachers of physical education to reduce the contentiousness of the upcoming relations in a professional environment. Kazan Psychological Journal, 2019, no. 2, pp. 157–161. (In Russian) URL: https://elibrary.ru/item.asp?id=38191219
  6. Lubkov A. V. Modern problems of pedagogical education. The Education and Science Journal, 2020, vol. 22 (3), pp. 36–54. (In Russian) DOI: http://dx.doi.org/10.17853/1994-5639-2020-3-36-54  URL: https://www.elibrary.ru/item.asp?id=42863828
  7. Martynova A. V. The factors influencing formation of professional consciousness of future elementary school teacher. Modern Problems of Science and Education, 2015, vol. 5, pp. 466. (In Russian) URL: https://www.elibrary.ru/item.asp?id=32664353
  8. Mineeva O. A., Maksimova K. A., Bakulina N. A., Slyuzneva K. V. Choosing teaching as a career: research on pre-service teachers’ motivation. News of the Baltic State Academy of Fishing Fleet: Psychological and Pedagogical Sciences, 2018, no. 4, pp. 136–142. (In Russian) URL: https://www.elibrary.ru/item.asp?id=36716184
  9. Petrova E. A., Sokolovskaya I. E., Akimova N. N., Romanova A.V. High school students’ perceptions of the modern teacher image. The Education and Science Journal, 2020, vol. 22 (2), pp. 97–119. (In Russian) DOI: http://dx.doi.org/10.17853/1994-5639-2020-2-97-119 URL: https://www.elibrary.ru/item.asp?id=42467289

10. Presnyakova T. N., Ankudinova S. A., Nepochatykh I. A. The problem of conscious choice of teaching profession. Education. The science. Scientific Personnel, 2019, vol. 2, pp. 209–216. (In Russian) DOI: https://doi.org/10.24411/2073-3305-2019-10116. URL: https://elibrary.ru/item.asp?id=38543748

11. Roslyakova S.V., Kharlanova E.M., Artemyeva N.P., Chernikova E.G., Ryabykh I.G. Conflictological training of future teachers at the university. Uchenyezapiski Lesgaft University, 2019, no. 11, pp. 375–380. URL: https://www.elibrary.ru/item.asp?id=41495444

12. Sivrikova N. V., Chernikova E. G., Ptashko T. G., Kharlanova E. M. Self-assessment of conflict resolution competencies by undergraduate students pursuing an education degree. Science for education Today, 2020, vol. 10 (5), pp. 67–83. (In Russian) DOI: https://doi.org/10.15293/2658-6762.2005.04 URL: https://www.elibrary.ru/item.asp?id=44193024

13. Sokolova N. A., Sivrikova N. V., Chernikova E. G., Ptashko T. G., Harlanova E. M., Roslyakova S. V. Conflict management training for future educators. The Education and Science Journal, 2020, vol. 22 (7), pp. 101–124. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2020-7-101-124  URL: https://www.elibrary.ru/item.asp?id=43898805

14. Teploukhov A. P. Pedagogical conditions of formation of conflictological competence of future teachers of physical culture in pedagogical universities. European Social Science Journal, 2016, no. 11, pp. 288–293. (In Russian) URL: https://www.elibrary.ru/item.asp?id=28845902

15. Chernikova, E.G., Roslyakova S.V. professionally significant qualities as seen by young teachers (following the sociological research materials). Bulletin of the Chelyabinsk State Pedagogical University, 2016, no. 5, pp. 107–112. URL: https://elibrary.ru/item.asp?id=26486382 

16. Chernikova E.G., Ptashko T.G., Sokolova N.A. social and psychological features of modern adolescence. Bulletin of the Chelyabinsk State Pedagogical University, 2018, no. 5, pp. 267–284. URL: https://www.elibrary.ru/item.asp?id=36915423

17. Chernikova E. G., Ptashko T. G., Perebeinos A. E., Sivrikova N. V. Adolescents’ personal values in towns and cities and risks in their development. Science for Education Today, 2019, vol. 9 (2), pp. 215–233. (In Russian) DOI: https://doi.org/10.15293/2658-6762.1902.15 URL: https://elibrary.ru/item.asp?id=38191475 http://dx.doi.org/

18. Chernikova, E. G., Ptashko T.G., Rudenko A.V. Adaptation and professional development of young teachers in education institutions (according to materials of all-Russian sociological survey). Bulletin of the Chelyabinsk State Pedagogical University, 2017, no. 7, pp. 114–121. URL: https://elibrary.ru/item.asp?id=30450992

19. Alenezi A. M. The relationship of students' emotional intelligence and the level of their readiness for online education: a contextual study on the example of university training in Saudi Arabia. The Education and Science Journal, 2020, vol. 22 (4), pp. 89–109. DOI: http://dx.doi.org/10.17853/1994-5639-2020-4-89-109 URL: https://www.elibrary.ru/item.asp?id=42896055

20. Buzdar M. A., Jalal H., Mohsin M. N. Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan? Eurasian Journal of Educational Research, 2018, vol. 76, pp. 113–123. DOI: http://dx.doi.org/10.14689/ejer.2018.76.6

21. Leon-del-Barco B., Mendo-Lazaro S., Felipe-Castano E., Fajardo-Bullon F., Iglesias-Gallego D. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire. Frontiers in Psychology, 2020, vol. 326, pp. 282. DOI: http://dx.doi.org/10.3389/fpsyg.2018.00326

22. Carbonero M. A., Martin-Anton L. J., Flores V., Resende A. F. Comparative Study of the teaching styles of social sciences university professors from Spain and Brazil. Revista Complutense de Educacion, 2017, vol. 28 (2), pp. 631–647. DOI: http://dx.doi.org/10.5209/rev_RCED.2017.v28.n2.50711

23. Carmi T., Tamir E. Three professional ideals: where should teacher preparation go next? European Journal of Teacher Education, 2020, vol. 89 (3), pp. 165–172. DOI: http://dx.doi.org/10.1080/02619768.2020.1805732

24. Christensen S. S., Davies R. S., Harris S. P., Hanks J, Bowles B. Teacher recruitment: Factors that predict high school students' willingness to become teachers. Education Sciences, 2019, vol. 9, pp. 282. DOI: http://dx.doi.org/10.3390/educsci9040282 

25. Ellis A. R. A conceptual framework for preventing aggression in elementary schools. Conflict Resolution Quarterly, 2019, vol. 36 (3), pp. 183–206. DOI: http://dx.doi.org/10.1017/S0954579404040076

26. Fukkink R., Helmerhorst K., Deynoot-Schaub M. G., Sluiter R. Training interaction skills of pre-service ECEC Teachers: Moving from in-service to pre-service professional development. Early Childhood Education Journal, 2019, vol. 47 (4), pp. 497–507. DOI: http://dx.doi.org/10.1007/s10643-019-00928-6

27. Garcia C. B., Ubieto-Artur M. I., Valle A. R. A. Opinion of students of the university of Zaragoza on teaching skills of higher education teachers. Education in the Knowledge Society, 2017, vol. 1, pp. 75–99. DOI: http://dx.doi.org/10.14201/eks20171817599

28. Guerrero E. G. P., Torres L. C., Vides M. M. T., Ruiz L. K. J. Сonflict mediation and school violence: Results of intervention through a quasi-experimental study. Revista Espanola de Orientation y Psicopedagogia, 2020, vol. 31 (3), pp. 45–63. DOI: http://dx.doi.org/10.5944/reop.vol.31.num.3.2020.29261

29. Karakoyun F., Lindberg O. J. Preservice teachers' views about the twenty-first century skills: A qualitative survey study in Turkey and Sweden. Education and Information Technologies, 2020, vol. 25 (4), pp. 2353–2369. DOI: http://dx.doi.org/10.1007/s10639-020-10148-w

30. Lee J. A., Kang M. O., Park B. J. Factors influencing choosing teaching as a career: South Korean preservice teachers. Asia Pacific Education Review, 2019, vol. 20, pp. 467–488 DOI: http://dx.doi.org/10.1007/s12564-019-09579-z

31. Moses I., Admiraal W., Berry A., Saab N. Student-teachers' commitment to teaching and intentions to enter the teaching profession in Tanzania. South African Journal of Education, 2019, vol. 39, pp. 1485. DOI: http://dx.doi.org/10.15700/saje.v39n1a1485

32. Nesje K., Brandmo C., Berger J. L. Motivation to become a teacher: a Norwegian validation of the factors influencing teaching choice scale. Scandinavian Journal of Education Research, 2018, vol. 62, pp. 813–831 DOI: http://dx.doi.org/10.1080/00313831.2017.1306804

33. Othman A., Ruslan N. Intercultural communication experiences among students and teachers: Implication to in-service teacher professional development. Journal for Multicultural Education, 2020, vol. 14 (3–4), pp. 223–238. DOI: http://dx.doi.org/10.1108/JME-04-2020-0024

34. Rillo-Albert A., Lavega-Burgues P., Prat Q., Costes A., Munoz-Arroyave V., de Ocariz U. S. The transformation of conflicts into relational well-being in physical education: GIAM Model.  International Journal of Environmental Research and Public Health, 2021, vol. 18 (1071), pp. 1–20.  DOI: http://dx.doi.org/10.3390/ijerph18031071

35. Rodrigues F., Mogarro M. Professional identity images of future teachers. Revista Brasileira de Educacao, 2018, vol. 47, pp. 199–221. DOI: http://dx.doi.org/10.1590/S1413-24782019250004 

36. Tang S. Y. F., Wong P. M., Wong A. K. Y., Cheng M. M. H. What attracts young people to become teachers? A comparative study of pre-service student teachers' motivation to become teachers in Hong Kong and Macau. Asia Pacific Education Review, 2018, vol. 19, pp. 433–444. DOI: http://dx.doi.org/10.1007/s12564-018-9541-x

37. Turan M. B., Bahadir Z., Certel Z. The relationship with the personal qualities of ability about conflict resolution of physical education and sport teacher candidates. Procedia - Social and Behavioral Sciences, 2015, vol. 174, pp. 3390–3396. DOI: https://doi.org/10.1016/j.sbspro.2015.01.1009

Date of the publication 30.04.2021