Science for Education Today, 2022, vol. 12, no. 2, pp. 33–50

Relationship between prospective teachers’ self-assessment of the level of tolerance and their willingness to increase conflict resolution competence

Sivrikova N. V. 1 (Chelyabinsk, Russian Federation), Ptashko T. G. 1 (Chelyabinsk, Russian Federation), Perebeynos A. E. 1 (Chelyabinsk, Russian Federation), Vorozheikina A. V. 1 (Chelyabinsk, Russian Federation), Chernikova E. G. 1 (Chelyabinsk, Russian Federation)
1 South Ural State Humanitarian Pedagogical University

Introduction. The article investigates prospective teachers’ motivation for targeted conflict resolution training. The purpose of the article is to identify and analyze the relationship between the self-assessment of the level of tolerance among undergraduate students majoring in education and their need to increase their conflict resolution competence.
Materials and Methods. The study followed a systematic approach and used theoretical and empirical research methods. Primary empirical data were collected via a questionnaire survey. The sample consisted of 2nd-5th–year students (n=152) doing their initial teacher education degree. For mathematical analysis of the relationship between the study variables, the Spearman rank correlation method and logistic regression analysis were used.
Results. The study revealed a relationship between students’ self-assessment of tolerant qualities and their willingness to increase their conflict resolution competence. The study found high levels of self-assessment of tolerance among prospective teachers. At the same time, in the structure of tolerant qualities, the rejection of violence prevails (X = 4.59). The results of the study show that students who consider themselves incapable of renouncing violence or obeying the rules are more willing to increase their conflict resolution competence. It was established that most students (76.3 %) have a need to increase conflict resolution readiness, namely, to develop the ability to organize interaction between participants in a conflict situation for its productive resolution. Only 21.1 % of the respondents argued that they do not need to increase their competence in conflict resolution.
Conclusions. The article concludes about the relationship between prospective teacher’s self-assessment of level of tolerance and their motivation to increase their conflict resolution competence. Self-assessment of tolerance, being a significant professional quality, is important for future teachers in order to consider themselves as professionals who are able to interact with other participants in education in various conditions, including conflict situations.


Prospective teacher; Conflict resolution readiness; Self-assessment of tolerance; Organizing interactions; Conflict resolution; Participants in a conflict situation; Tolerant qualities.

For citation:
Sivrikova N. V., Ptashko T. G., Perebeynos A. E., Vorozheikina A. V., Chernikova E. G. Relationship between prospective teachers’ self-assessment of the level of tolerance and their willingness to increase conflict resolution competence. Science for Education Today, 2022, vol. 12, no. 2, pp. 33–50. DOI:
  1. Goncharevich N. A.Shaidurova 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 (4), pp. 214–230. (In Russian) DOI: URL:
  2. Ma D., Akhmetova N. A. To the issue of the formation of tolerance in a pedagogical university. Bulletin of the Kyrgyz-Russian Slavic University, 2021, vol. 21 (2), pp. 178–181. (In Russian) URL:
  3. Marchenko E. Y. The phenomenon of “intercultural tolerance”: an essential characteristic, structure, features of its formation for future teachers. Uchenye zapiski Oryol State University,   2020, no. 3, pp. 222–225. (In Russian) URL: 
  4. 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:  URL:  
  5. Smolyaninova O. G., Korshunova V. V., Andronnikova O. O. Formation of mediation competence of participants in the educational space of the Krasnoyarsk Territory in the Siberian Federal University. Perspektivy Nauki i Obrazovania, 2020, vol. 47 (5), pp. 413–428. (In Russian) DOI: URL:
  6. Sokolova N. A., Sivrikova N. V., Chernikova E. G., Ptashko T. G., Kharlanova E. M., Roslyakova S. V. Conflict management training for future educators. Education and Science, 2020, vol. 22 (7), pp. 101–124. (In Russian)  DOI: URL:
  7. Stepanov P. V. Character educational activities as a system.   Domestic and Foreign Pedagogy, 2018, vol. 1 (4), pp. 67–76. (In Russian)  URL: 
  8. Ada Ş. Historical development of teacher training in Turkey. Bulgarian Historical Review, 2020, vol. 1-2, pp. 222–244. URL:
  9. 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. Education and Science, 2020,  vol. 22 (4),   pp. 89–109. DOI: URL:
  10. Ayling D. Measured reflection to assist in dealing with conflict: Can an educative approach improve reflection and cultivate a healthier classroom community?  In: Luetz, J., Dowden, T., Norsworthy, B. (eds) Reimagining Christian Education, Springer, Singapore, 2018, pp. 175–196. DOI:
  11. Cai M. The predictability of chinese english as a foreign language students’ willingness to communicate through teachers’ immediacy and teacher–student rapport.  Frontiers in Psychology, 2021, vol. 12, pp. 769424 DOI:
  12. Ceballos-Vacas E. M.Rodríguez-Ruiz B.Rodríguez Hernández J. A.   Foundations, description and analysis of the situational questionnaire of strategies and goals for school conflicts resolution. Pedagogia Social, 2021, vol. 37, pp. 83–97. DOI:
  13. Dresden J., Thompson K. F. Looking closely at clinical practice: A clear-eyed vision for the future of teacher education. Peabody Journal of Education, 2021, vol. 96 (1),   pp. 8–21. DOI:
  14. Du Toit-Brits C.Blignaut H. Positioning self-directed continuing learning skills in twenty-first century education. Tydskrif vir Geesteswetenskappe, 2019, vol. 59 (4), pp. 60–78. DOI:
  15. Ertürk R. Conflict in schools: A qualitative study. Participatory Educational Research, 2022,  vol.  9 (1),   pp. 251–270. DOI:
  16. 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:
  17. Galymzhan B., Ademi B., Nurgul M., Nurlan B., Rauan B. Psychological content of pedagogical tolerance in the development of special abilities of the teacher. Review of International Geographical Education Online, 2021, vol. 11 (5), pp.   4132–4137.   DOI:
  18. González-Rivas R. A., Gastélum-Cuadras G., Velducea W. V., Bustos J. B. G., Esparza S. D. Analysis of teaching experience in physical education classes during COVID-19 confinement in Mexico. Retos, 2021, vol. 42, pp. 1–11. DOI:
  19. Gutu V. Bidimensional Psycho-pedagogical model for tolerance education. Revista romaneasca Pentru Educatie Multidimensional,   2019,  vol. 11 (4), pp. 1–16. DOI:
  20. Kayumova L. R., Zakirova, V. G., The human behavioral and practical model of ‘at-risk teacher training’ at Kazan Federal University: Sports and educational environment. Journal of Human Sport and Exercise, 2021, vol. 16 (3 Proc), pp. 1151–1161. DOI 
  21. Kulikova T. I. The relationship between time management competence and stress resistance of teachers with different amount of work experience. Perspektivy Nauki i Obrazovania, 2021, no. 4, pp.   381–391.   DOI: URL:
  22. Nagovitsyn R.S.Bartosh D. K.Ratsimor A. Y.Maksimov Y. G. Formation of social tolerance among future teachers. European Journal of Contemporary Education, 2018, vol. 7 (4),   pp. 753–763. DOI: URL:
  23. Noel K. T. Identity tensions: Understanding a previous practitioner’s decision to pursue and depart the teaching profession.   Frontiers in Education, 2021, vol. 6, pp. 586212. DOI:
  24. 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:
  25. Pujiati E., Sonhaji A. The effectiveness of conflict management in private university management efforts. IOP Conference Series: Earth and Environmental Science, 2018, vol. 175 (1), pp. 012073. DOI:
  26. 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 (3), pp. 1071.  DOI:
  27. Randazzo-Eisemann F. Meditation in educational places as a protective factor against violence.   Revista Electronica Educare, 2021, vol. 25 (3),   pp. 1–18. DOI:
  28. Selvi G. P., Jothi K. Nature of stress teachers face and the ways in which they cope with IT (An empirical study withspecial references to Coimbatore city). Journal of Advanced Research in Dynamical and Control Systems, 2018, vol. 10 (5-sp), pp. 1076–1081. URL:
  29. Szentes E.Horváth Z.-I.Harangus K.   The role of humour in teaching: Teacher training students' image of teacher and views on teaching 2020. Acta Universitatis Sapientiae, Philologica, vol. 12  (2), pp. 84–98. DOI:
  30. Syrnyk C. Knowing nurture: experiences of teaching assistants for children with SEBD 2018. British Journal of Special Education, 2018, vol. 45 (3), pp. 329–348. DOI:
  31. Spilt J. L.Bosmans G.Verschueren K. Teachers as co-regulators of children's emotions: A  descriptive study of teacher-child emotion dialogues in special education. Research in Developmental Disabilities, 2021, vol. 112, pp. 103–894. DOI:
  32. Stunell K. Supporting student-teachers in the multicultural classroom. European Journal of Teacher Education, 2021, vol. 44 (2), pp. 217–233. DOI:
  33. Tseng Y. P.Tu S. F. The teacher’s interpersonal experience of receiving consultation from the perspectives of interpersonal process theory. Bulletin of Educational Psychology, 2020, vol. 52 (1), pp. 113–138. DOI:
  34. Taysum A., Arar K. Action research design for an international boundary crossing study to improve student and teacher participation in school processes and practices to improve well-being, learning and learning outcomes. Italian Journal of Sociology of Education,2020, vol. 12 (1), pp. 8–25. DOI:
  35. Tu S. F.Teng W. C.Chen Y. F. Counselors’ difficulties and strategies when intervening in relational bullying incidents. Bulletin of Educational Psychology, 2021, vol. 53 (1), pp. 8223–8250. DOI:
  36. Whitehead J.Schonert-Reichl K. A.Oberle E.Boyd L. Development And Validation Of A Measure To Assess Early Adolescents’ Perceptions Of Caring Student-Teacher Relationships.   Frontiers in Education, 2021, vol. 6, pp. 695298. DOI:
Date of the publication 30.04.2022