SOCIO-PSYCHOLOGICAL FACTORS OF FORMING COMMUNICATIVE TOLERANCE AMONG UNIVERSITY LECTURERS IN THE EDUCATIONAL ENVIRONMENT
Abstract
By analyzing the impact of social psychological factors, the article delves into how university lecturers cultivate communicative tolerance throughout their professional development.
Purpose of the study. The study aims to identify the specific socio-psychological factors that have shaped the communicative tolerance of university lecturers.
Materials and methods of research. Utilizing theoretical approaches, the research involved an in-depth analysis of fundamental concepts within psychological and philosophical frameworks. Additionally, the study employed various mathematical statistical methods, such as correlation, factor, and cluster analyses, to explore the complex interplay of factors influencing communicative tolerance. In the study, various diagnostic tools were utilized as well, i.e. the Tolerance Index express questionnaire (by G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova), the Communicative Tolerance Questionnaire (by V.V. Boyko), Methodology for the evaluation of the level of empathic abilities (by V.V. Boyko), the Sixteen Personality-factor questionnaire (16 PF) (by R. Cattell), Methodology for the Diagnosis of interpersonal relationships (DME) (by T. Leary).
Research results. The findings of the research provide a theoretical analysis of communicative tolerance development, shedding light on its significance and role within the professional realm of lecturers. The insufficient development of critical thinking among university lecturers has been validated through empirical data analysis, highlighting the impact of various internal and external social psychological factors on their communicative tolerance. Factors such as empathy, emotional maturity, emotional-volitional qualities, communicative qualities, positive communicative attitude, social maturity, and professional maturity play a significant role in shaping the level of communicative tolerance exhibited by university lecturers. Additionally, a strong statistical correlation was identified in the study, emphasizing the need for further research in this area. The study found a strong statistical link (ρ<0.01) between positive communication attitude and communication tolerance, despite the absence of a statistically significant correlation between empathic abilities and communication tolerance. Research findings indicated that teachers who demonstrated moderate levels of empathy also displayed the greatest communication tolerance. Additionally, significant connections were uncovered between communication tolerance and various characteristics, such as emotional-volitional traits like “emotional stability” (ρ<0).
Practical implications. The obtained results of the study could be used in additional vocational training, job placement and job training schemes in order to improve the professional competence of teaching staff.
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