Ł ó d ź - W a r s z a w a 2 0 1 8 | I S S N 2 5 4 3 - 8 1 9 0

Redaktor naczelny:

dr Mariola Świderska

Sekretarz redakcji:

dr Bożena Zając

Rada programowa:

Józefa Brągiel, prof. zw. dr hab., Uniwersytet Opolski, Poland Arthur Ellis, Professor of Education, Seattle Pacific University, USA Reinhard Golz, Prof., Leibniz Universität Hannover, Germany

Emilia Janigova, Doc. PhDr. Ing., Katolicka univerzita v Rużomberku, Slovakia Anna Kwak, prof. zw. dr hab., Uniwersytet Warszawski, Poland

Tadeusz Pilch, prof. zw. dr hab., Uniwersytet Warszawski, Poland

Andrzej Radziewicz‐Winnicki, prof. zw. dr hab., Społeczna Akademia Nauk, Poland Łukasz Sułkowski, prof. zw. dr hab., Społeczna Akademia Nauk, Poland

Andrzej Michał de Tchorzewski, prof. zw. dr hab., Uniwersytet Gdański, Poland Mikołaj Winiarski, prof. zw. dr hab., Społeczna Akademia Nauk, Poland Anna Żilova, Prof. PhDr., Katolicka univerzita v Rużomberku, Slovakia André Boyer, Prof. Emérite, Université de Nice Sophia‐Antipolis, France Cristina Montesi, PhD, Università degli Studi di Perugia, Italy

Abdel Hakim Doukkali, Prof., Université Internationale de Casablanca, Morocco Maria Uramova, Prof. Ing., PhD., Matej Bel University in Banska Bystrzyca, Slovakia Mariola Świderska, dr, Społeczna Akademia Nauk, Poland (przewodnicząca) Redaktor naukowy numeru:

Grzegorz Ignatowski

Redakcja „Pedagogiki Rodziny. Family Pedagogy”:

Społeczna Akademia Nauk ul. Sienkiewicza 9, 90–113 Łódź 42 664 66 21, e‐mail: bzajac@san.edu.pl

© Copyright by Społeczna Akademia Nauk ISSN: 2543‐862X

Korekta językowa: Emilia Śliz Skład i łamanie: Małgorzata Pająk Projekt okładki: Marcin Szadkowski Wersja elektroniczna jest wersją pierwotną.

Wszystkie artykuły naukowe w czasopiśmie zostały zrecenzowane zgodnie z wytycznymi Ministerstwa Nauki i Szkolnictwa Wyższego.

Spis treści

Dissertations ... 5 Rufina Dobrovolska, The Educational Potential of the Music-aesthetic Space

of a Comprehensive School ... 7 Vasyl Haluziak, Iryna Kholkovska, Authority of Educators: Essence, Structure,

Forming Stages ... 17 Svitlana Hubina, The Interaction between the School and the Parents

in Upbringing of the Adolescent ... 33 Volodymyr Shakhov, Vladyslav Shakhov, Natalia Lebedieva, Socio-psychological Mechanisms of the Minimizing Principle of Educational Influence

or the Application of Newton’s Third Law in Pedagogy ... 47 Olena Stoliarenko, The Problem of Teaching Tolerance as a Leading

Educational Value and the Basis of Productive Cross-cultural Interaction ... 57 Czesław Gerard Toboła, Aggressive Behavior of Selected Youth Subcultures ... 67 Inessa Vizniuk, Hypochondria – Principles and Mechanisms of Behavioral

Disorder ... 83 Urszula Kazubowska, Postparental Love – the Specificity, Symptoms

and Significance for the Growth of a Child in the Family ... 93

Research findings ... 107 Agnieszka Cieślak, Katarzyna Dudek, Aleksandra Zientala, Sławomir Motylewski, Katarzyna Michalak, Elżbieta Poziomska-Piątkowska, The Relationship between Body Posture and Physical Fitness in Children Ages 12–13 attending

Primary Schools in Pabianice and Zgierz ... 109

Dissertations

Pedagogika Rodziny, Family Pedagogy nr 9(1)/2019, ss. 7–16

Rufina Dobrovolska

Vinnytsia State Pedagogical University, Ukraine

The Educational Potential of the Music-aesthetic Space of a Comprehensive School

Abstract: Modern tasks of the esthetic development of the individuality of pupils according to the developing training and humanistic upbringing were analyzed. An educational func- tion of musical art as a part of educational process was accentuated as well as its ability to inflate the emotional domain of the personality. There are some educational tasks of the musical-aesthetic space of general school such as skilled music fans preparation and music help to human individuality formation. Some attributes of the musical-aesthetic space as the component of the cultural-educational space of general school were examined.

Educational functions of the musical-aesthetic space of general school were characterized.

These are spiritual and creative child individuality potential; compensation of its deficiency in child’s other life domains; upbringing of the aesthetic attitude toward music; positive emotion- al educational background creation. It was suggested that professional training of future music teachers has to anticipate acquiring skills to master that space as well as its purposeful using of its sources in the process of musical-aesthetic pupils upbringing realization.

Key words: educational potential, musical-aesthetic space, cultural-educational space, professional training, future teachers of music, musical-aesthetic education

In the modern pedagogical science, an aesthetic education of schoolchildren by me- ans of musical art is interpreted in two ways: on the one hand, the importance of

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musical-aesthetic education in the formation of the inner world of each student in the formation of his personality is highlighted, on the other hand, the historical ap- proach is questioned - the attitude to art as a way of upbringing. In our opinion, the educational value of art nowadays is more than relevant, as evidenced by the gloomy data of sociological research: displacement of aesthetic needs and spiritual values into the last positions in the hierarchy of the main content components of youth consciousness. The pages of pedagogical journals indicate the reasons for these pro- cesses: pragmatism and heartless prudence, contempt and inattention to the neigh- bour and displacing moral and spiritual values in general are beneficial today. In this situation, the acuteness of understanding the role of educational functions of mu- sical art as apart of the educational process is getting greater importance, which can strongly influence the sphere of aesthetic and emotional experiences [Bezborodo- va, Aliyev 2002]. After all, music has always been the thinnest and effective way of attracting children and adolescents to the world of beauty, kindness, and humanity.

The identification of the educational potential of the musical-aesthetic space of a comprehensive school, the impact of the readiness for its creation on the for- mation of the professionalism of the teacher of music in pedagogical research is insufficient and need to be studied, since, in our view, the ability of the future te- acher of music to use the educational potential of this space fully determines his social and professional maturity level.

Knowledge of the powerful educational potential of musical-aesthetic space of a comprehensive school, the ability to build it, should become an important compo- nent of vocational training for the future teacher of music, as well as a professional communication environment and an incentive to develop professionalism. The posi- tive, humanistic potential of the musical-aesthetic space of the school is intended to protect students’ consciousness from the aggressive nature of the influence of society.

During the reign of the recent totalitarian state system, the practice of education was dominated by rigorous regulations and control of the consciousness of a growing per- son, as an attempt to bring it under a given “pattern”, an authoritarianism of teachers.

As noted by V. Slastonin, A. Ratsul, T. Dovgan, I. Isaev, E. Shiyanov, this ultimately led to the construction of an educational system in educational institutions characterized by a number of negative features: the object orientation of education, for the condi- tions of which the pupil acts mainly as an object of education in relation to the influ- ence of adults; the standardization of the educational process as a consequence of the simplified interpretation of the concept of “personality”, bringing it together to a set of activities, which is the essence of a program of education; minimization of diagnostic

8 Rufina Dobrovolska

procedures designed to identify the child’s individuality, their natural abilities, physiolo- gical and psychological peculiarities, as personal qualities which should have been de- termined by social orders; formalism in education; authoritarian style of education the basis of which is verbal influence, demand, violence, predominance of the educato- r’s monologue, the result of which, as a rule, was internal but often also external pro- test and resistance of young people; the gap between education and upbringing, the approach to them as two parallel processes; irrational selection of the basic compo- nents of general secondary education, due to the lack of recalculation of the main ac- cumulation of universal culture; a view on education as a concomitant secondary acti- vity; violation of continuity in the organization of the educational process in the fami- ly, children’s preschool institutions, primary and secondary schools; weak coordination of the activities of educational institutions, out-of-school institutions, the media in the education of the younger generation [Slastonin 2002].

The need to overcome the above mentioned negative signs of education led to the design in psychological and pedagogical science at the end of the 20

century and the beginning of the 21

century paradigm of developmental education. The essence of this concept is the construction of a system of education, which invo- lves the development of not only the foundations of science, but also the basic elements of culture; the development of skills to reveal their own abilities, of one- self, of their internal potential; ability to build positive relationships with others.

The specificity of the purpose of the new paradigm can be outlined in such postu- lates: culture, spirituality, freedom to choose an individual within the limits defined by the law, the transition from information “pumping” to the learning of ways of culture, creating conditions for self-development and self-realization of the indi- vidual in harmony with himself and with society. The modern concept of huma- nistic education is aimed at harmonious development of the individual and invo- lves the human nature of the relationship between participants in the pedagogical process. Proceeding from this, one can agree with the opinion of V. Kremen that humanistic education is one of the progressive tendencies of not only the world educational process, but also the educational practice of Ukraine [Kremen 2007, p. 18]. At the root of new ideas there are such leading scientists of our time as I. Bech, G. Ball, T. Titarenko, A. Bogush, V. Kuz and others.

Most of these researchers agree that the importance of the education for the full development of personality, in essence, performs a triune function: education, upbringing and development. Boris Gershunsky stated that the educational process can be effective only if its integrity is maintained in the unity of its educational and

The Educational Potential of the Music-aesthetic Space of a Comprehensive School 9

educative functions, since the person himself is a whole and indivisible, and any at- tempts to artificially divide of this integrity, the implementation of separate educatio- nal or educative effects on the person, predetermined for failure [Gershunsky 1988].

In today’s challenging conditions, an educational institution remains the main so- cial institution that provides the educational process and the real integration of vario- us subjects of education [Haluziak 2013]. The teacher of music at a secondary scho- ol should clearly understand not only the goals, tasks, programs of his future activities, but also the socio-cultural situation in which the child’s life is carried out. In our time, the task of spiritual growth of society acquires special acuity. Art in general and musi- cal art in particular are intended to solve the task of humanizing the education of scho- olchildren. In this regard, it is indisputable that in a modern school aesthetic education should be a priority area for the development of the child’s personality. As a result, the- re is a change in the status of the subject “Music” at school. There is a transition from the lessons of mastering narrow-tech skills to the lessons focused on the development of the individual, the creative abilities of the student, which, in turn, requires funda- mentally different approaches to the training of the future music teachers. We agree with the opinion of famous pedagogues-musicians G. Padalka [2008], O. Rudnitskaya [2002], V. Shulgina [2005] that negative processes in the socio-cultural sphere lead to the incomplete realization of the educational potential of musical art, which is called to become one of the priority means of spiritual revival of the society. The music te- acher must, along with the function of the teacher, perform the function of the edu- cator, which becomes the foundation for the implementation of educational and edu- cative tasks in the musical-aesthetic space of school. And for this reason, there is clear- ly not enough to have one music lesson scheduled per week. After all, as we have no- ted above, extra-curricular musical activities in the secondary school are often reduced to calendar holidays, which does not contribute to the achievement of the main goal of school music education, formulated in the context of the humanistic concept in the middle of the last century by D. Kabalevsky, and is relevant until today – the for- mation of the musical culture of the student as a part of his general spiritual culture.

The analysis of literature shows that, with all the diversity of approaches to the definition of musical culture, the majority of music teachers (O. Shelokova, O. Polataiko, O. Oleksyuk, L. Masol, O. Rostovsky, etc.) holds the view that musi- cal culture of the schoolchildren is revealed in:

• the emotional and moral response to the works of musical art, interest in the subject “Music” and musical art in general, as well as enthusiasm for the musical and creative process;

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• the presence of knowledge of musical art and the ability to apply it in practice;

• the presence of their own position on the works of art, in the ability to in- dependently evaluate the works of musical art and reflect on their purpo- se and artistic value;

• the development of musical taste and musical abilities.

These provisions define the tasks of modern school education on the subject

“Music” and have a general cultural character. Their significance is substantiated by the need for more full use of the educational potential of musical art, the deve- lopment of ethical principles and ideals for the spiritual development of persona- lity. We share the views of V. Cherkasov, who, based on the experience of musical pedagogy, notes two important functions of today’s Ukrainian musical education.

The first function – classical, is understood as the development of the musical cul- ture of the individual, reflected in the formed system of spiritual and moral values and universal humanistic beliefs. Creativity and figurative thinking are the accom- panying qualities that are formed in schoolchildren in the process of communica- ting with musical art. The second function – pragmatic, which provides the deve- lopment of abilities and figurative constructive thinking, creative imagination, abi- lity to correlate and regroup diverse material, the formation of the ability to har- monize the world around itself, to perceive the picture of the world in a holistic way, to synthesize and generalize the received information, which promotes the activation of the process of creative activity [Cherkasov 2014].

All of these abilities and skills develop in schoolchildren first of all in the clas- ses on aesthetic cycle subjects and in the lessons on the subject “Music”. So in the extra-curricular musical activities in the conditions of the musical-aesthetic spa- ce of the school this process will occur much faster and more efficiently. The arti- stic and creative development of students in general (the musical and creative de- velopment in particular), which is the task of the subjects of the artistic cycle (in particular, music), contributes to the formation of their particular, aesthetic atti- tude to life, which is associated, first of all, with sensory perception, since art af- fects the special sphere of the psyche and the social sphere of their feelings. In or- der to more clearly visualize the educational and educative functions of the mu- sical-aesthetic space of the school, it is necessary to consider two main compo- nents of this concept.

Education in the broad social sense is understood as the transfer of accumu- lated experience from the older generation to the younger one; as a systematic and purposeful influence on the consciousness and human behavior in order to form

The Educational Potential of the Music-aesthetic Space of a Comprehensive School 11

the settings, concepts, principles, values orientations that provide the necessary conditions for its development, preparation for life and good work. A characteri- stic tendency of modern pedagogical theory and practice is the desire to consider education as a sensory-generating process. This tendency points to the revival of the Ukrainian cultural and pedagogical tradition, according to which education has always been understood as the process of spiritual uplift of the individual.

By joining O. Bondarevskaya’s position, we understand the education as a per- sonally-oriented, pedagogical process that ensures the development of the mo- tivational-valuable sphere of consciousness of the person and its formation as a subject of personal life, history, and culture. Central opinion of O. Bondare- vskaya is the provision that education is intended to promote the manifestation and development of the cultural, individual and social essence of man in their uni- ty, which implies educational impact on man as a whole system, and not on its se- parate functions. The author believes that the integrity of a person is ensured by his personality and morality. “This means unconditional priority and the need for the revival of moral issues [...] Orienting on a person of culture as a cultural and educational ideal of our time puts a pedagogical task to overcome these shortco- mings of modern education” [Bondarevskaya 2003, p. 11].

Wide organizational and practical content of the concept of education is related to the relationship of people in different situations, especially in the need to regula- te the behavior and ways of communication of the pupils in accordance with gene- rally accepted norms. In a more narrow sense, one can define education as a socially regulated process of formation and development of a person in accordance with so- cial ideals. Education along with the preservation of the values of conformity with pu- blic ideals involves the active use of social sources of the educational process: the edu- cational effect of the microenvironment and the meso-environment, the ratio of the process of assimilating the norms of social life with the development of the indivi- dual. In this regard, it should be noted that V. Sukhomlynsky repeatedly emphasized the uniqueness and indispensability of music as an educational remedy “which should provide an emotional and aesthetic coloration to all spiritual life of a person. Know- ledge of the world and feelings is impossible without the understanding and the expe- rience of music, without deep spiritual need to listen to music and enjoy it. Without music, it’s difficult to convince a person entering into the world that a man is beauti- ful, and this conviction is, in essence, the basis of emotional, aesthetic and moral cul- ture” [Sukhomlynsky 1977, p. 496]. V. Sukhomlynsky’s musical education was conside- red in close connection with the education of a citizen – moral, mental, and aesthetic.

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The highest goal of musical education of the younger generation at school is difficult to describe more precisely and simply than Vasily Alexandrovich did it: “Musical edu- cation is not the education of a musician, but primarily the education of a person”. V.

Sukhomlinsky believed that an important and at the same time an elemental feature of aesthetic culture is the ability to listen and understand music. He also drew attention to the idea “that it is impossible to say a word, you can say a musical melody, because mu- sic directly transfers the mood, experience [...]” [Sukhomlynsky 1981, p. 248].

In the context of our study, it is necessary to clarify the role of music, musical education at a general school. D. Kabalevsky argued, and it is also relevant today, that the main task of mass music education at a secondary school is not so much about learning music itself, but about the influence of music through the entire spiritual world of students, first of all on their morality [Gershunskiy 1988]. We agree with his opinion that the importance of music at school is far beyond the bounds of art. Just as literature and fine art, music is strongly included in all areas of education and upbringing of schoolchildren, being powerful and indispensable mean of their spiritual world forming [Kabalevskiy 1986, p. 52].

Analysis of research in the field of musical art and aesthetic education allows us to talk about the profound influence of music on the spiritual world of the stu- dent and his inner culture [Tainel 2007]. Y. Aliyev believes that the nature of mu- sic, as well as any kind of art, determines its main artistic function: the addition of the student’s real life experience, “orderly experience” of imaginary life, witho- ut which it is practically impossible to fully develop the student’s consciousness as well as it is impossible to develop full human activity in general [Aliyev 2000, p. 26]. The attraction of music to the education of an educated, adapted graduate of a secondary school is of particular importance nowadays, in the conditions of a powerful technocratic society. The fragmentation of sciences along with narrow professionalism create the danger of transforming people into “narrow” specia- lists, bounded by the limits of their branch. Success in any profession is possible today only with a broad view of the world, in the unity of the theoretical-cogniti- ve, practical and aesthetic attitude to the reality.

Music lessons are also valuable because activities related to one type of art help to form the artistic abilities that are required for other types of study. Even the fact of direct and effective communication with art has educational value, be- cause the aesthetic attitude to artistic images, and through them – and to the phe- nomenon of reality, thanks to feelings and experiences, is an active way of aesthe- tic education.

The Educational Potential of the Music-aesthetic Space of a Comprehensive School 13

The educational and musical activity at the secondary school, without a do- ubt, is the basis for a massive and comprehensive musical-aesthetic education. In today’s educational space, the most effective and productive is to fulfil the main purpose and basic requirements for work with the musical-aesthetic education of schoolchildren (the formation of musical culture of students in the context of their general spiritual culture, the acquisition of general musical development, the formation of aesthetic taste, the musical world outlook). The most complete reali- zation of the educational potential of musical art can only be in the conditions of the musical-aesthetic space of the secondary school, where extracurricular work and class work constitute a single whole and are built on common principles with new music technologies. No matter how important such aspects of musical edu- cation work as enrichment of knowledge and expanding the outlook of children, the development of their ability to understand music, skills of practical music, its importance to society is not limited to artistic tasks themselves. Under the educa- tional tasks of the musical-aesthetic space of a comprehensive school, we under- stand not only the training of qualified music lovers, but somewhat much wider:

the formation with the help of music of all aspects of the human being.

It is this understanding of educational tasks that should be at the basis of the training of future music teachers to create the musical-aesthetic space of a compre- hensive school. The decision of the tasks of musical-aesthetic education and the ar- tistic-creative development of children and young people must be carried out by hi- ghly skilled, well-developed music teachers. Deeply right was D. Kabalevsky, who said that if we set ourselves the task of a comprehensive, harmonious development of students, then first of all, it is necessary to take care of the all-round, harmonio- us development of teachers. We will also recall his words that “to bring up children, adolescents, youth – this also means educating educators!” [Kabalevskiy 1986, p. 63].

Educational and educative functions of the musical-aesthetic space of the se- condary school are interrelated and inseparable from each other. It is difficult to imagine the educational result of the influence of art without arming students with the knowledge. Underestimation of one factor and, conversely, revaluation of another violates inseparable connection of educational developmental functions of the musical-aesthetic space of a secondary school. The general basis of edu- cational and educative (due to the peculiarities of musical and pedagogical activi- ty and the specificity of musical art) aspects of the musical-aesthetic space are the orientation of art and pedagogy to the development of personality, and hence to solve the problems of its spiritual formation.

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Summarizing the foregoing, the special features of the musical-aesthetic space as a component of the cultural-educational space of a comprehensive school are:

• socio-cultural conditionality and anthropological orientation;

• significant educational and educative potential;

• focus on providing children and young people with aesthetic pleasure asso- ciated with musical creativity;

• the possibility of a synthesized influence on the intellectual-ideological, emotional-volitional, needs-motivational, activity-behavioral sphere of the student’s personality, which determines his individual creative development;

• use of the latest music technologies;

• subject relations of the teacher and pupils, their creative interaction;

• the possibility and, at the same time, the necessity of introducing autho- r’s methodological developments, which stimulates the teacher to self- development and self-improvement.

Thus, we can say that the educational potential of the musical-aesthetic space is capable of ensuring the formation of the personality of the child, which is characte- rized by artistic and aesthetic and social activity. This tendency reflects the fundamen- tal transformations in the socio-cultural development of society as a whole. Thus, the educational and educative functions of the musical-aesthetic space of the secondary school are: activating the spiritual and creative potential of the child’s personality; com- pensation for the disadvantages of his manifestation in other spheres of life; educa- tion of aesthetic attitude to music; creating positive emotional learning background.

The professional training of future music teachers should include the acquisi- tion of skills in the development of this space, the purposeful use of its resources in the process of realizing of the tasks of musical-aesthetic education of students.

Readiness to create this space, activating the interaction of the future teacher of music with the designated space requires conscious, intellectual and emotional ef- forts, directly affecting his professional development. Therefore, this process sho- uld be considered as educational, which is of vital importance for the professional training of future music teachers.

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Бондаревская Е. (2003), Культурные смыслы современного воспитания [in:] Ма териалы Всероссийской научно-практической конференции “Педагогиче ская наука и практика –региона”, СГПИ, Ставрополь, pp. 10–13.

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Падалка Г. (2008), Педагогіка мистецтва (Теорія і методика викладання мистецьких дисциплін), Освіта України, Київ.

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Pedagogika Rodziny, Family Pedagogy nr 9(1)/2019, ss. 17–34

Vasyl Haluziak

Vinnytsia State Pedagogical University, Ukraine

Iryna Kholkovska

Vinnytsia State Pedagogical University, Ukraine

Authority of Educators: Essence, Structure, Forming Stages

Abstract: In the article, on the basis of analysis of different approaches to the understan- ding of essence of pedagogical authority, the structure, types, principles and stages of forming of authority of a class teacher as a coordinator of educating process are deter- mined. The authority of an educator is explained as relatively steady emotionally-valued attitude of students toward a teacher in which in some degree trust, respect and admi- ration are combined. The analysis of quality distinctions between sympathy and respect has led to the determination of two types of pedagogical authority, one of which is ba- sed mainly on liking and gratitude, the other is based on respect and confession.

Key words: authority, pedagogical authority, sympathy, respect, power, structure of authority, principles of forming of pedagogical authority.

Pedagogical activity belongs to those types of activities, the success of which de- pends greatly on the nature of the relationship between its participants. Successful solving of difficult and responsible tasks of education and upbringing depends pri- marily on the personality of the educator, his general culture and erudition, on how he is perceived and evaluated by students. The authority of the teacher is the perso- nal factor that prompts students to listen to his thoughts and follow advices, to trust

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his guidelines, to accept his values and beliefs, to imitate his behavior. The effecti- veness of the application in the educational process of such methods as suggestion and persuasion depends significantly on the authority of a teacher. Even the most intelligent arguments expressed by an unauthorized teacher lose their strength and are not perceived by students.

The problem of pedagogical authority attracted the attention of many re- searchers who determined its essence and peculiarities of formation (I. Andriadi, F. Honobolin, M. Levitov, M. Kondratiev, A. Makarenko, A. Petrovsky, I. Sinitsa, I. Strakhov, O. Sukhomlinsky and others). Different aspects of the authority of the teacher have been highlighted in works devoted to the problems of the re- lationship between the teacher and the students (Sh. Amonashvili, O. Kirichuk, O. Kovalev, I. Kon, N. Kuzmina, A. Markov, A. Mudrik, etc.). A. Makarenko [2003] and M. Stankin [1998] differentiated true and false pedagogical authority, singled out and described the varieties of false authority, their negative impact on the personal development of pupils. I. Andriadi [1999], M. Kondratiev [1998], D. Samuilenkov [1961] determined the structure of pedagogical authority, de- scribed its components and ways of formation. I. Strakhov [1966] and I. Sinitsia [1983] characterized the peculiarities of the formation of the authority of the teacher in the context of the problems of pedagogical tact.

Despite the considerable interest of scholars in the phenomenon of pedagog- ical authority, many issues concerning the understanding of its nature, types and factors of formation remain not studied enough and open to further researches.

First of all, attention should be paid to the lack of clarity and consistency in the in- terpretation of the essence of pedagogical authority. It is understood as “a special professional position that determines the impact on students, gives them the right to make decisions, express their assessment, give advice” [Kodzhaspirova 2005, p. 9]; “Socio-cultural phenomenon that qualitatively characterizes the system of attitude towards the teacher, defines his professional and personal status, accep- tance and recognition of his priority role in the system of subjective pedagogical relations” [Andriadi 1999, p. 99]. According to Y. Kondratiev, “the authority of the teacher in his students’ opinion is the recognition the right to make responsible decisions in various situations of common activity, as well as the importance for the students of the professional, civic and spiritual qualities of the teacher’s per- sonality” [Kondratyev 1998, p. 22].

In the definitions of authority much attention is paid not to its essence, but to the consequences and effects of it: identification with the teacher, recognition

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(by the students) of the teacher’s right to make responsible decisions in common activity, students’ imitation of the teacher’s behavior and values, the teacher’s abil- ity to direct the actions and thoughts of pupils, etc.

A simplified idea of the authority of a teacher as a direct reflection of a teach- er’s professional qualities and virtues has been characteristic for pedagogics for a long time: his abilities, intelligence, skills, competence, features of character, at- titude towards students etc. The formation of authority is usually associated with such qualities of the educator as kindness, humanity, justice, broad erudition, pro- found knowledge of the subject, understanding of the students, sense of humor, being demanding and so forth. However, none of these qualities guarantees the formation of the authority of the teacher, no matter how developed it is.

The term authority (in Latin autoritas means power, influence) in the explana- tory dictionary is interpreted as “universally recognized value, influence, reputa- tion (of a person, organization, collective, theory, etc.)” [Slovnyk 1970, p. 14]. An authoritative person in any sphere of life is a person whose opinion is considered, a person others try to follow and who is trusted to make important decisions. It is worth noting that authority is the attributive quality of an individual, which exists only in someone’s perception and reflects the measure of the significance of this person in the other people`s opinion. The authority of a teacher is his subjective significance for students, which is based on the recognition of his merits and de- termines the voluntary acceptance of his influences.

The term “authority” literally means the universally recognized meaning of man, his influence on others, the support of his views and the activity of public opinion, the expression of respect, trust and even belief in: mind, will, morality, the ability to create good, make all efforts for common activity. The authority of a teacher is an important condition of effectiveness of his educational effects, the success of suggestion and persuasion. An authoritative educator does not need to apply constant demands, remarks, notations and even punishments to encourage students to behave properly. They cooperate voluntarily to follow his advice, hints and wishes, value his mind and try to meet his expectations. Even the teacher’s criticism and negative evaluations do not offend student, but they cause desire to correct their own mistakes.

N. Moreva says that authority is the generally recognized significance of a per- son or organization in various spheres of public life, based on profound knowl- edge, competence, achievements in his sphere, as well as the person himself who has influence or recognition [Moreva 2006, p. 157]. Among specific peculiarities

Authority of Educators: Essence, Structure, Forming Stages 19

of the authority of the teacher defined as the authority of knowledge, commu- nication, personality, appearance are: moral essence of the person of a teacher (openness, sincerity, perseverance, lack of pressure, etc.); moral self-improvement (self-demand, principle, ideological position, civil conviction); intellectual devel- opment, spirituality, independence of judgments and scholarship; respect for the personality of a pupil, which creates favorable atmosphere for the interaction of students and teachers, moral and aesthetic attraction.

According to I. Andriadi, the authority of the individual can be regarded as the result of reflection in the consciousness of people of social significance, the values of those properties that are inherent in this person as a member of the social community and as a subject of socially significant activity. That is why the decisive moment in the formation of authoritative relationship may not be the objective value of certain properties of the individual itself, but its subjective sig- nificance for others [Andriadi 1999].

In our opinion, adequate understanding of the essence of the teacher’s au- thority of the educator is possible on the basis of socio-psychological approach, according to which the authority should be regarded as the result of social percep- tion – the students’ perception of the personality of a teacher. The specifics of authority lies in the fact that, as a socio-psychological phenomenon, it is absent in the structure of the personality of the carrier, but due to his individual properties, which in a certain way are perceived and appraised by the surrounding people. The authority of a teacher, represented in the inner psychological world of students, exists in interpersonal relationships. Its formation takes place according to the psychological mechanism described by Yu. Kondratiev: individual peculiarities of an authoritative person → their perception, formation of authoritative relations in the conditions of common activity and communication → ideal representation of the authoritative person in the consciousness of another one → realization of relations of authority in common activity and communication [Kondratiev 1998].

The authority of the educator depends not only and not even so much on what kind of person he is, but how he is considered by the pupils [Haluziak, Smetanskyi 1996]. The personality of the teacher is perceived and evaluated by the pupils not directly, but through the prism of their value criteria and orientations. Therefore, we are sure that the authority of an educator is determined by the needs and value orien- tations of the students no less than the qualities of the teacher himself. There is no authoritative teacher at all. The things which cause enthusiasm and impact on some children may be indifferent to others who are oriented at other values and ideals. The

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teacher’s authority and long-term interaction with the same pupils remain unchanged, as in the age-old development their motivational sphere changes, some values be- come weaker, others become stronger, new needs, interests and ideals are formed.

The phenomenon of authority has emotional nature. In general, this is rela- tively stable emotional attitude of students toward a teacher, which in a certain ratio combines a sense of sympathy, trust, respect and admiration. Despite the fact that during the perception of the personality of an educator, students more or less consciously evaluate his ability, quality, behavior, it ultimately matters what emotions and feelings he causes. Rational understanding (by the students) of the advantages, talents of a teacher, recognition of his merits and the right to make decisions are not enough to be able to state the presence of his authority. Peda- gogical authority is mainly irrational. It is mostly felt than understood by pupils.

A specific feature of the attitude to an authoritative teacher is that the students express their thoughts, views and assessments on a voluntary basis without the need for special evidence. In this case, the direct source of the influence of an educator is the feeling of admiration, recognition, respect, sympathy and trust that students have. It is worth noting that the listed feelings are far from always equally represented in the attitude of students to an authoritative teacher. There are teach- ers who are respected by pupils, but they do not feel special sympathy and trust.

Similarly, there are teachers who are more likely to feel sympathy and trust than the respect and admiration of students. Sympathy and respect are interrelated but relatively independent aspects of the attitude towards other authoritative people.

Respect is a feeling that expresses positive evaluation of a person in terms of his success, efficiency, competence, social adaptability, ability to achieve success in various spheres of life. The teachers who are respected by pupils are characterized first of all by high abilities and qualities concerning the sphere of achievements:

activity, strength, vigor, purposefulness, competence, ability to effectively solve problems, self-confidence, success, talent. They dominate, lead in interpersonal relationships, cause enthusiasm and desire to be like them.

Sympathy is a positive emotional assessment of personal, “human” qualities of a teacher. The person who causes sympathy is mainly characterized by high moral qualities that manifest themselves in the sphere of interpersonal relations:

kindness, decency, honesty, justice, frankness, responsiveness, friendliness, willing- ness to help, understand and sympathize at any moment. Students are sympathetic to those teachers who treat them with sympathy, show unselfish love, care and treat them as they are, with all the demerits.

Authority of Educators: Essence, Structure, Forming Stages 21

Such teachers usually cause a sense of gratitude and trust, devotion and the desire to respond to reciprocity, to guard against troubles. In contrast to respect, sympathy involves such parameters of interpersonal communication as emotional closeness, small psychological distance, and equality of psychological positions of partners in communication.

As we see, the peculiarities of a “nice, pleasant teacher” are somewhat differ- ent from those of the teacher of “outstanding, respectable”, which gives grounds for distinguishing two types of pedagogical authority, the first of which is based mainly on sympathy and gratitude, the other is based on respect and recognition [Haluziak 2016].

The separated types of authority in their psychological content are associ- ated with E.Fromm’s [2014] the description of two forms of love – maternal and parental. Maternal love is spontaneous, unconditional and selfless, love without reason and even without regard to anything. Parental love is demanding, always has some foundation, love for certain achievements or success, love that needs to be earned because of some efforts. A teacher focused on the maternal model of relationships takes pupils unconditionally and satisfies their fundamental needs in positive emotional contact, assistance, protection and support, thereby causing a reciprocal positive attitude, trust and sympathy, sense of gratitude.

His authority is based on the reciprocity of the pupil’s trust, affection, unwilling- ness to upset a beloved person who believes in him, worries and helps him by his be- havior. In this case, the emotional dependence on the pupil from the educator takes place when his emotional state of health directly depends on the state of health of the latter. A pupil’s attitude toward a teacher, oriented toward a parental model of relationships, is slightly different, that is psychologically strong and dominant, which primarily causes enthusiasm and a desire to be similar to him. If, in the case of ma- ternal love, the authority of the educator is based on what he does for the pupils, the parental form of love is based on what he symbolizes for them.

Such a teacher can treat the pupils even a bit cool, maintain a certain psycho- logical distance between each other and, at the same time, attract them with their own successes and special skills, talents, qualities (competence, independence, self- confidence, courage, strength, etc.). His influence is based on the need of the pupils for identifying with a strong, successful, prestigious personality.

It is interesting in this context to compare the types of authority of two outstand- ing teachers – A. Makarenko and V. Sukhomlynsky. The analysis of the peculiarities of communication between teachers and pupils gives grounds to assert that the first

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type of communication is oriented at a parental form of love, while for the second type of communication the maternal model of relationships and the maternal form of love are characteristic [Smetanskyi, Haluziak 2000]. A. Makarenko’s pedagogi- cal credo “As much respect and requirement for a pupil as possible” is one of the central characteristics of demanding, conditional “parental” love, while “I give the heart to children” V. Sukhomlynsky is the quintessence of selfless and unconditional maternal love. This difference permeates the whole practice and the “philosophy”

of both teachers and it is quite clearly manifested in their statements about the place and significance of love in the relationship between the teacher and the pupils. “Ko- munari loved me as one can love his father,” wrote A. Makarenko, “and at the same time, I sought to ensure that there were no gentle words, gentle touches” [Makaren- ko 2003, p. 258]. A. Makarenko never concealed his ironic attitude to the “morals of a good heart,” and he considered: “It is least necessary to be a favorite educator.

I have never personally succeeded in childish love, and I believe that this love, which is organized by the teacher for his own pleasure, is a crime ... I convinced myself and my friends that this burden should not be in our lives [...]” [Makarenko 2003, p. 316]. As if arguing with A. Makarenko, V. Sukhomlynsky wrote: “It seems to me strange and incomprehensible: how can a teacher count on trust, openness, sincerity of the child, if he has not become a beloved person for him” [Sukhomlynsky 1988, p. 238]. Obviously, the reason for such discrepancies should be sought not only in the plane of theoretical views, the philosophies of education of both teachers, but in the features of their characters.

It is interesting that modern pedagogy is more oriented toward the maternal form of pedagogical relations, which is considered to be a priority in the currently popular dialogical, personal approaches, the phenomenological direction of peda- gogy (K. Rogers, R. Mey, A. Maslow, A. Combs, R. Burns, etc.) It is possible that such a trend of the theory of education in the direction to unconditional maternal love is associated with a general lack of warmth, sensitivity, unselfish sympathy in human relationships, and is a peculiar compensatory reaction to the “parent” (in the sense of E. Fromm) nature of modern society, which is based on the principles of hierarchy, pragmatism, competition, conditional recognition and the cult of success.

The authority of sympathy and the authority of respect are unlikely to exist in a “pure” form. To some extent, they can be represented in the structure of the au- thority of each teacher. However, this does not deny the conscious or subconscio- us attraction of educators to some of the types of authority, due to the peculiari- ties of their temperament, character, orientation.

Authority of Educators: Essence, Structure, Forming Stages 23

One of the complex psychological and pedagogical problems is to find out the structure of pedagogical authority. Pedagogical authority should be regarded as a qualitative characteristic of the pupil’s attitude to the educator. One can say about objective and subjective factors of forming an educator’s authority, but in the end the authority is a holistic, systemic phenomenon. The authority of any teacher reflects his professional and personal qualities, as well as social conditions in which professional activity is carried out. This gives opportunity to distinguish in the structure of the authority of the educator several components: personal, professional, social and role [Andriadi 1999].

The personal component of pedagogical authority is determined by the con- tent of a teacher’s value sphere (which includes moral, philosophical, aesthetic and other values), the peculiarities of his character (the features of character as the basis for the formation of authority), the general culture (culture of behavior, eru- dition, circle of interests, style of communication). In education the personality of teacher cannot replace either the best guides, or skillfully prepared methodical materials. To make a teacher’s values and views to the world students’ own beliefs, the educator must act as an informal leader, have respect and trust as a person.

The professional component of pedagogical authority is determined by his special erudition, methodical skill and technological equipment (possessing mod- ern pedagogical technologies and methods).

The social component in the structure of the authority of the teacher is deter- mined by the social significance of the profession, the level of its social prestige, and social (professional) stereotypes. The expressed professional qualities of one teacher are considered as qualities inherent in any representative of this profession (for ex- ample, “all teachers are demanding”). The stereotype of the teacher’s perception takes place among the parents of the students. Parents can have a significant impact on the advance of trust to the teacher at the beginning of his interaction with stu- dents. Stereotypes and image have an intense emotional charge, so the teacher must do everything in his power to keep the students on positive first impression. Image – it is also a form of man’s manifestation, due to which effective personality and business characteristics are widely manifested. Among them, the priority is to recog- nize education, erudition, professionalism – this is the basis on which the teacher’s image is kept. On the formation of the image is influenced factors such as personal characteristics: physical, psycho-physiological features, qualities of personality. Their positive detection can be a guarantee of creating the necessary tone of the first meeting with students. If the first impression is generally positive, then the words

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and actions of the teacher will be perceived correctly, serve as a guide to an action.

The established installation to the image of the teacher has a significant effect on the perception of his actions by students. Therefore, questions that are important for shaping the outlook of future citizens should be raised in a student’s team by a teacher who enjoys a well-deserved authority. In our society, there is a tradition of attitude toward the activities of the teacher, which is based on an understanding of its value, significance for the education of future generations, which positively influences the process of forming credible relations in the form of advancing trust.

However, it is worth remembering about another pattern – in order to ensure the prestige of the profession of the teacher in the public consciousness, it is necessary to raise it in the minds of the teachers themselves.

The role component of authority is determined by the position, social role and related rights and responsibilities of the teacher. Position determines the hier- archical position of a person, his status, which is important for building authori- tative relationships. It is clear that the status of a teacher in a social environment does not determine the authority itself and the possibility of influencing pupils.

However, it is impossible to ignore the social role in general as it reflects the level of potential trust of children to the teacher, especially in the initial phase of the formation of authoritative relationships.

It should be noted that there is no component in the authority structure that exists independently of the other. All of them are interconnected, mutually sup- plemented or, in an undesirable way, weaken each other. All components of the authority of the teacher are more or less dynamic. Social and role components characterize the objective aspect of authority, while personal and professional – the subjective one. Nevertheless, analyzing the essence of the authority of the educator, it is necessary to consider it from the standpoint of the dialectical unity of the subjective and objective sides. Objective components can either facilitate or complicate the formation of the authority of the teacher.

Authority can be regarded as one of the forms of power, since it enables the teacher, without resorting to threats, rewards or rational arguments, to directly in- fluence the thoughts, feelings and behavior of pupils, and encourage them to take certain actions [Kornetov 2012]. At the heart of the authority of the teacher may lie different forms of power: normative power, power of coercion, power remu- neration, reference authority, expert power, information power [Haluziak&Sme- tanskyi1996]. In co-operation with students, educators in one or another degree rely on each of them.

Authority of Educators: Essence, Structure, Forming Stages 25

Regulatory power is based on the authority that the teacher entrusts with his po- sition, social status and role. Also important role is played by the age: the teacher gets in the eyes of the students as an older, more experienced person.

The power of coercion depends on the ability and willingness of the teacher to use threats and penalties for violating certain rules of conduct.

The power of remuneration is based on the ability of the educator, depending on the behavior of the students to meet the important needs, desires. Both the power of coercion and the power of remuneration have a minor educational effect; their influence is predominantly situational and extends only to continuously controlled behavior. Norms of conduct, the observance of which the educator seeks exclu- sively for punishment or encouragement, as a rule, have for the students external, imposed and unstable nature.

The information power manifests itself in cases where the teacher has informa- tion that can change the perception of the pupil’s own behavior and its consequ- ences. The essence of information power consists in the disclosure, explanation to pupils of causal, logical connections between their actions, views and realiza- tion of their important needs and values. The pupil can really change his behavior and looks, if he is sure that something significant or important will happen or will not happen in his life.

The reference power is formed in the process of interpersonal interaction and is based on the mechanism of identification of pupils with a person who causes re- spect, sympathy and trust as a person. The key role here is played by the perso- nal qualities (first of all moral) of the educator, his perception by the students as a person who is respectful, sympathetic and trustworthy.

Very similar to the reference authority is the so-called expert power: These kind of power have those educators to whom the students attribute the perfect knowledge, special skills, abilities and intuition in a certain area of life. A specific feature of this type of government that distinguishes it from the reference is a highly specialized character, its influence mainly on those actions views that fall within the competence of the expert. A teacher is usually recognized as an expert by a student, an expert in the science or subject being taught. Teachers, especially the older ones, rarely apologi- ze to the students for their incompetence, poor knowledge of the subject, unprofes- sionalism. Losing an expert authority on a subject often automatically leads to a gene- ral loss of authority. On the contrary, an erudite teacher who perfectly knows his own subject and interestingly teaches it sometimes brings respect, admiration of students and becomes “authority” not only from history or mathematics, but also in other

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fields. There can be a kind of irradiation, the spread of authority from one sphere of the teacher to other aspects of his activity. It is clear that this is not always the case. Se- nior pupils are highly differentiated in assessing the personality of the teacher, so the attitude toward him is often ambivalent, contradictory: respect caused by erudition, abilities can be combined with antipathy to him as a person. It can be argued that the expert authority of the teacher manifests itself mainly in the process of learning, re- lates to the teaching of a particular subject and rarely extends to the sphere of inter- personal relationships with students.

It is the reference and expert power that provides for the formation of a true pedagogical authority. An authoritative teacher causes students to take an example from him, follow his behavior, mannerisms. Through identification, they borrow their thoughts, values, attitudes toward work and other people. The influence of such a teacher is based on the students’ confidence in him, the conviction in his ri- ghtness, and the willingness to share responsibility for the decisions that are made.

The complicated problem of pedagogy and psychology is the definition of conditions for the formation of the authority of the educator. I. Andriadi outlined a number of principles for the formation of pedagogical authority [Andriadi 1999].

The principle of success in common activities. Success is one of the most important prerequisites for the attractiveness and influence of personality. People tend to imitate those who have succeeded, and in teens, this quality is particularly pro- nounced. For the formation of the authority of the educator it is essential to get a high grade of their activities, to impress the successful, competent, realized personality.

The principle of taking into account the value orientations and needs of students. The authority of the teacher depends not only and not even so much on how he is himself and how his pupils value him. In this regard, the authority of the educator is determined by the needs and values of the students, who perceive and evalu- ate it, to a lesser extent than the qualities of the educator himself. What causes enthusiasm and impact on some students may be indifferent to others and vice versa. Because of this, one and the same educator will have different meanings for different students and the unequal educational influence potential. In addition, the credibility of the educator for the pupils is not constant, as in the process of age-old development there are changes in the needs, values, interests and ideals of children. The task of the educator is to find points of coincidence in the value orientations of his own and their students, which will further serve as a basis for mutual understanding and the formation of authoritative relationships.

Authority of Educators: Essence, Structure, Forming Stages 27

The principle of age-related mediation of authority. The authority of the teacher in the eyes of students, as a rule, has different determinants, depending on age char- acteristics of personality development. At junior school age students recognize the authority of the teacher, usually in the first place due to the authority of their role as a teacher. It is well known that the most powerful impression on children is made by a teacher of elementary school. This is explained by the fact that the teacher of elementary school in the imagination of schoolchildren is the most per- fect person who personifies school, administration, school order. The formation of the authority of the educator is also influenced by talking of parents with chil- dren about the school. Children from early childhood learn that teachers need to be heard, because they are told that by their closest people - parents. Younger stu- dents pay more attention to the kindness, sensitivity, courtesy of the teacher, his clothes, the softness of dealing with them and insufficiently demanding methodi- cal techniques and knowledge of teachers. For children of this age, the authority of a teacher is, rather, the authority of a social role than the authority of a person.

In adolescence, the picture is changing. In co-operation with this age group, there is not enough authority in the role of a teacher, although it recognizes the right to make decisions important for the class as a whole. However, this is more about learning activities. In the situation of personal interest of a teenager, and especially in the conditions of extra-curricular activities, such trust is paid to the educator to a lesser extent than it is in the case of younger school age. Such a nar- rowing of the sphere of authoritative influence, recognition of authority only in one or more spheres is defined as a specification of authority. Psychological studies (I. Kon, N. Kuzmina, etc.) showed that adolescents are more differentiated in comparison with junior students’ approach to assessing the personality of the teacher and his relationship with him.

At the senior school age there is an increase in the critical attitude of the stu- dents to the personality of the teacher, while their orientation towards the social role of the teacher decreases. The authority of the teacher at this age depends more on the student’s assessment of his personal qualities, rather than the social status. Older students value their teachers in terms of their particular character- istics (directness, demanding, responsiveness, truthfulness), knowledge of their subject, pedagogical skill, social activity. The authority of senior pupils is usually used by a teacher who has deep, thorough knowledge and a skill of teaching.

Thus, in the process of maturing students, the role of the teacher in forming his authority decreases and, at the same time, the importance of personally-professional

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qualities and abilities increases. If at the junior school age there is an irradiation of the authority of the teacher, then in the process of maturing students, his specifica- tion is manifested, the distribution of not only individual spheres of life of students.

Principle of the combination of respect for demanding pets. The process of influence of the teacher on the students is always associated with the formulation of certain requirements. The correctness and tactfulness of the requirements formulation largely determine the nature of the relationship with the students and their rela- tion to the teacher. Pupils find a moral justification for a high demanding teacher, provided if he is demanding of himself. It is important that when communicating with a mentor, students feel that each of them is an individuality and value, and not a means to achieve a pedagogical goal.

Principle of constant reinforcement of authority. Many researchers emphasize that credibility is a dynamic phenomenon. The authority obtained requires permanent reinforcement or confirmation. A teacher who ceases to work on himself, does not seek self-improvement, loses his previously deserved authority.

Becoming a pedagogical authority is not an instant process. The relationship between the educator and the students up to the time when there is a pedagogical authority has several stages: the authority of the role of the teacher, the authority of the teacher as a source of significant information, the authority of the expert, the authority of the individual as a whole. On the basis of the analysis of psycho- logical research, it is possible to distinguish several stages of the formation of the authority of the educator.

1. Educator – a source of information. Relationships that characterize the initial stage of the formation of relationships of authority, based on the importance of the teacher as a source of important information for the student. Specificity of the information shared with the pupils by the educator, is its socially significant nature, that is, the teacher captures the attention of students on the skills and abili- ties, personal qualities that provide adaptation to school life, future life in society.

2. Educator is a reference person. At the next step, the formation of the authority of the teacher important for students is not only the information on which they turn to the educator, but also its evaluation by the person. In psychology, this position is called referential, that is, the views of this person are recognized as important and serve as the necessary basis for action in conditions important for the student. This type of relationship, unlike the first stage of the establishment of authority, is characterized by “personal vision”, “personal understanding”. High reference of the educator does not exclude the possibility of rejection of his value

Authority of Educators: Essence, Structure, Forming Stages 29

orientations, but the most important thing is that the attitude of the reference teacher to certain life circumstances serves as a kind of reference in life; his opin- ion is taken into account when solving both personal and general group tasks.

3. Educator – an authoritative person. This stage is characterized by, qualitatively higher than the two previous stages, the level of importance of the teacher’s posi- tion for students. An authoritative educator pays off trust, his opinion is consid- ered correct, is perceived as a guide to action, and success is expected and antici- pated. The positive attitude towards the teacher is based on recognition and high appreciation of his personality traits and merits. At this stage, the authority of the teacher combines all the modes of his perception by the students: as a source of important information as a reference person as an authoritative person.

The analysis provided gives grounds to formulate a number of conclusions regarding the understanding of the nature and peculiarities of the formation of the authority of the educator.

Authority is one of the determining factors of the effectiveness of the educator’s activity. It is the authority that is the personal factor that encourages students to listen to the thoughts and tips of the teacher, trust him in the guidelines, accept his values and beliefs, and imitate his behavior.

The authority of the educator is relatively stable emotional and value attitude of the students to the teacher, in which, in a certain ratio, a sense of sympathy, trust, respect and admiration are combined. Qualitative differences between feelings of sympathy and respect give grounds for distinguishing between two types of pedagogical authority, the first of which is based primarily on sympathy and gratitude, the other – on respect and recognition.

The authoritativeness of the educator is manifested in his subjective significance for the stu- dents, the voluntary acceptance of his influence, which is based on the recognition of the dignity of the teacher. The authority of the educator in the eyes of the students is recognition of the right to make responsible decisions in different situations of joint activity, as well as the importance for the students of the professional, civic and spiritual qualities of the teacher’s personality.

The formation of the authority of the educator depends on many subjective and objec- tive factors. The authority of the educator is a difficult complex formation, in the structure of which one can distinguish the following components: professional (erudition, methodical skills, pedagogical technique, etc.); personal (features of the character, which are prerequisites for the formation of authority: sensitivity, self- confidence, attractiveness, etc.); value (moral, aesthetic values carriers of which is

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