Teacher's Self-concept and Self-esteem in Pedagogical Communication

The study dealt with school teachers’ estimation of their own communicative behavior and competences on the base of their implicit theories. It used a quasi-experimental design. Data were gathered through an anonymous poll of 196 teachers about their own behavior in conflict pedagogical situations, and of 169 teachers about their own communicative competences. Having called previously modes of behavior of the “ideal” and “real” (typical) teacher in 10 conflict situations, the study found that 72% of teachers identified their own behavior in similar situations with behavior of the “ideal” teacher. The resulting average scores of teachers’ estimation of their 21 communicative competences varied from 7.39 points to 8.70 on a scale of 1 to 10. At the same time three groups of teachers with the low (4.93-7.07 points), average (7.08-9.01 points) and high (9.02-9.76 points) levels of estimation of their own communicative competences were identified. Spearman's correlation analysis showed that the main place in each of these groups was taken by different communicative competences. So, in the group with low self-esteem the greatest number of correlations have been revealed by competences of “patience”, “empathy”, and “ability to listen”, whereas in two other groups the main places were taken by other competences, such as “ability to be in dialogue”, “adequate conduct in a conflict situation”, “ability to listen” (average self-esteem), “ability to motivate pupils and get them interested,” and “ability to use means of communication” (high self-esteem). The study concludes that teachers’ self-concept includes their own estimation as a communicator, influencing their well-being and occupational satisfaction. Teachers with low self-esteem need psychological maintenance, directed on increase of their psychological well-being.