PERSONAL AUTHORITY AS A PEDAGOGICAL PHENOMENON: BASES AND FACTORS, TYPOLOGY AND EVALUATION

Abstract

The work studies the phenomenon of “personal authority” and is written within the framework of the discussion of the social role of this phenomenon, which it can play in a group, professional community, for example, in the pedagogical one. The results of the search for determinants and invariants, bases and factors are presented, which together will allow to consider the authority of the teacher’s personality both in dynamics and statics, to carry out its typology and to qualimetrically evaluate its properties. The methodological basis of the study is concepts of development of pedagogical organizations, educational management in combination with theories of interpersonal communications, group development of students, general scientific principles of systemicity and objectivity, including analogy, essential-content analysis and typology. The author provides an interpretation of the structure and content of the phenomenon of “personal authority” using the example of a higher education teacher, a description of the typological series of personal authority, the context in which it is considered, qualitative criteria and quantitative indicators that allow a comprehensive assessment of the properties of personal authority in the teaching staff.