Intrapersonal Сonflict of a Teacher as a Determinant of his Professional Development

Mergalyas Kashapov, Svetlana Tomchuk, Tatiana Ogorodova


The aim of the research is to study the impact of intrapersonal contradictions of the teacher in his further professional development and self-improvement. The study used the following methods: the method of studying self-assessment; a questionnaire to determine the level of professional pedagogical thinking; "Integrative Anxiety Test"; the method of "Study of Self-concept." It was revealed that teachers with a high level of internal conflict tend to have two opposing fields that characterize a person from the positive side (self-worth, self-leadership, self-confidence) and a negative (self-accusation, closeness). Acquiring professional skills, the level of intrapersonal conflicts of teachers is being increased, although seemingly gained professional experience should give teachers more confidence. The findings suggest the self-criticism of teachers, the conflict between the "I" -Real and "I" –Perfect, developed reflection. To solve their intrapersonal contradictions and conflicts, the teachers mostly use metacognitive strategies of decisions; they have dominated supra-situational level of professional pedagogical thinking. Qualitative analysis of the results of the study revealed a high correlation between intrapersonal conflict and supra-situational level of professional pedagogical thinking leads to the conclusion that it is a highly intrapersonal conflict that is a determinant of professional formation and development of the teacher.

DOI: 10.5901/mjss.2015.v6n6s5p186

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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