Experimental-psychological research of psychological components of teacher’sadministrative style

Teacher’s administrative roleis based onhis individual style. One’s attitude towards his own activity and its outcomes are among the factors impacting the formation of anindividual method. This attitude includes intellectual, emotional, and volitional characteristics of a person. The development of creative activity, professionalism, teaching skills, and individual and pe¬da¬gogical style are firstly connected with the requirements of personality in modern education. For this reason, the solution to the issues related to administrative style is currently considered as a mutual interaction with a teacher’s personal life problems. Another reason behind the need to focus on this is that neither teachers’ personal problems nor the relation between an individual and pedagogical style of the activity for different cultures in the education system were taken into account in traditional approaches in the preparation of scientific-theoretical basics of a teacher’s individual style. Character indications that express the attitude towards the objects of the surroundings are also among the factors affecting the formation of an individual style. Special features such as one’s honor, dignity and self-assessment are the key factors in the dynamism, stableness, and flexibility of an individual style. In order to improve the style, it is necessary to boost character indications that reflects one’s attitude towards himself such as individual dignity, discipline, responsibility, and independence. Character indications that reflects one’s attitude towards the various kinds of activity: games, labour, training such as rapidity, flexibility, tideness, attentiveness, and purposefulness are of great importance for the development of the style as well.