THE AUTHORITY OF THE PERSONALITY OF A HIGH SCHOOL TEACHER AS A DETERMINANT OF THE CONSTRUCTIVE STYLE OF PEDAGOGICAL MANAGEMENT IN THE SYSTEM OF TEACHER-STUDENT RELATIONS

Abstract

The article deals with a relevant problem of Russian higher education – the problem of effectiveness of management of students’ learning activities in the educational process of a higher educational institution. The authors legitimately carried out an analysis of the research questions posed within the categorical field of such concepts as “leadership”, “management”, “reference” and “authority”. The article characterizes the main styles of management activities and proves that the most constructive style of management of students’ educational activities combines the positive aspects of both authoritarian and democratic style of pedagogical management. The authors show quite reasonably that the basic condition for the legitimacy of pedagogical authority and, as a result, a constructive style of pedagogical management, is the mutual trust of the teacher and students to each other. The most important socio-psychological determinant of the constructive style of pedagogical management is the authority of the teacher’s personality.