The role of leadership in social-role interaction of the teacher and schoolchild

About the authors:

Vladimir S. Sobkin, Dr. Sci. (Psych.), Professor, RAE Academician, Head of Informational and Analytical Center of RAE (Moscow); sobkin@mail.ru

Dmitry V. Adamchuk, Head of the Laboratory for Monitoring Social Research in Education Department of Education Institute of RAE (Moscow); adamchuck@gmail.com

Ekaterina A. Kalashnikova, Cand. Sci. (Psych.), Research Officer at the Department of Education Institute of RAE, Inspector of the Personnel ISO RAE (Moscow); 5405956@mail.ru

Abstract:

The article is based on two sociological surveys organized by the Institute of Education Sociology of the Russian Academy of Education in 2009 and 2014. 3056 pupils of the 5-9th grades from comprehensive schools took part in the first survey and 3515 teachers — in the second one. 
The article discusses the issues concerning the attitudes of respondents towards various aspects of social-role interaction: the reaction of pupils to the rebukes of teachers; attitude to objectivity of school marks; general state in class. Special attention is paid to the analysis of the social status of the respondents in the school team along with the impact of traditional factors (teaching experience, the pupils’ age). The factor analysis reveals the peculiarity of leaders’ vision of the “teacher — pupil” interaction and of those who feel lonely (teachers — in the teaching staff; pupils — among classmates).

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