Russian Federation
employee
Russian Federation
Teacher identity defined as the beliefs, values and commitments a person holds about being a teacher. The psychological characteristics of a teacher's identity and the level of development of that identity influence his or her behaviour and decision-making style in professional activities and daily life. A host of factors contribute to the development of a teacher's psychological identity in the classroom, including demographics, sociocultural, economic factors, and institutional dynamics. Moreover, both culture and teacher identity play an important role in shaping effective teaching practices, which can best be explained through the emotional and social dynamics of the classroom, as well as in creating the socio-organisational climate of the educational institution The aim of this paper was to explore the relationship between the level of teacher personal identity and teacher conflict within socio-organisational interactions in an educational setting. The study of school teachers' personal identity was carried out using Schneider's PIRM methodology (Personal Identity Research Methodology). The study involved 40 practising teachers from 25 to 46 years old, men and women. A study was also conducted on the conflicts of the same teachers. As a result of correlation of the obtained data, it was found that organisational conflicts arise among teachers with any type of personal identity, but teachers with premature type, moratorium and pseudo-identity are most prone to them
teacher's personality identity, school, personality, psychology, socio-organisational conflict
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