The Role of the Socio-Pedagogical Environment in the Formation of the Teacher’s Personality

—Management and leadership both in small and large groups of people within any social environment and under all psychological conditions are associated with the phenomena of authority and respectability. The main objectives of this study are to investigate the relationship between the teacher’s authority and group parameters. In the educational process a teacher’s authority most likely affects students’ motivation for learning, their diligence, discipline and attention. It also increases students’ interest in the subject and then through these intermediate links the teacher’s authority affects the learning outcomes. There are three factors in building teachers’ authority and respectability: the teacher’s personality, the students’ value expectations, and the parameters of the social environment. The first two factors are mirror images of each other. The results show that there can also be distinguished some more definite factors such as the professional and psychological qualities involved in interacting with students: subject knowledge, methodological skills, organizational skills, communicative and moral-communicative qualities, empathic personality traits, as well as a number of others. All these qualities are only shown in the teacher-student interaction. The findings support the idea that the structure of students’ value expectations is influenced by various micro- and macro-social conditions.