ARPHA Proceedings 5: 515-530, doi: 10.3897/ap.5.e0515
Teachers’ Values as Predictors of Socio-Psychological Safety in a Classroom
expand article infoElvira N. Gilemkhanova, Rezeda Khusainova, Milyausha R. Khairutdinova
Open Access
Turning to the analysis of risk and protection factors of the learning environment, the role of the teacher remains unexplored. Among various characteristics of the teacher, it is necessary to highlight the importance of a special class of phenomena - values and value orientations. Values form a holistic motivational structure and integrate into one system with other components, such as attitudes and behavior. The purpose of this study is to understand the influence of the values of the teacher on the socio-psychological safety of the classroom. The focus of the study is on the following questions: Do the teacher's value orientations affect the class's socio-psychological safety? If so, what particular values affect the safety of the class? In addition, how do they relate to each other? In the framework of the acmeological approach, we used quantitative research methods: structural equation modeling (SEM), comparative analysis. Technique: “Adolescence socio-cultural safety index”, the Schwartz Value Survey and the Portrait Values Questionnaire. The study sample consisted of 38 teachers and their 510 students at the age of 11-16 years. It was concluded that the values of the teacher influence the socio-psychological safety of the classroom, which determines the importance of the acmeological aspect of the teacher's personality analysis. The basis of a safe educational environment depends on self-transcendent and conservative values of the teacher. The results of the study can be applied to create a safe learning environment of the school.
socio-psychological safety, teacher, conservative values, self-transcendent values, student–teacher relationship.