Psycholinguistic peculiarities of the development of communicative competence of teachers of secondary schools

Consequently, the empirical stage of this research envisaged the definition of a problem area of the difficulty of understanding other people by school teachers and directors of schools. The research was provided in all the groups at the same time, involving all participants into this experiment. Respondents were offered a questionnaire developed by us (Ivashkevych, 2018), which contained 80 statements that showed exactly what difficulties of understanding of other people there were. The content of their responses allowed us to identify and generalize the typical difficulties of understanding. The instruction was proposed to evaluate each statement, which indicated the complexity of understanding on a five-point scale.

The most characteristic difficulties of understanding of other people for male respondents were: the spheres of family and personal life for 90,04% of respondents were important, but this category occupied the third place, while to the first and second places the male teachers placed «recognition and acceptance of my personality in the team» (92,46%) and «understanding colleagues in the professional activity» (83,11%). Also, for male teachers the material difficulties are also very important (92,12%).

The fifth, which is the most significant problem for male teachers is the interaction associated with the achievement of the position of a leader (the head of the institution or establishment). This problem was evidence for 73,17% of respondents.

Also, there are significant difficulties for male teachers with a higher qualification (getting the highest professional category). For 87,92% of respondents, significant difficulties in this regard relate to the state of anxiety, conflict situations in their favorite professional affairs.

The next, the seventh ranked place was the difficulty of interaction associated with socio-political life (71,34% of respondents).

The eighth place in terms of the importance of the complexity of interaction among male teachers are the problems associated with the expression of creativity in the sphere of professional activities. About 88,01% of the answers of male teachers indicate actual difficulties of this nature. And finally, the ninth place among male teachers got the difficulties of interaction associated with the spiritual development of their person, such responses there were 85,16%.

Thus, the results we obtained suggested that male teachers and male directors had the same difficulties in understanding: in personal and family life, in professional work with colleagues in the process of professional activity, with those people who can help in achievement of material wealth. Extreme difficulties are related to the search for like-minded people and friends, as well as respect and recognition in the group.

Women-teachers and women-directors of schools have principal ranks for difficulties related to the material situation in their family (83,75% of respondents), the second place is for family and personal life (90,02% of respondents). The third ranked position was divided between the difficulties of upgrading the qualification/receiving the category (83,94% of female respondents) and the understanding of their colleagues (92,33% of female respondents). Difficulties associated with the recognition and acceptance of the respondent in the team occupied the fourth place; in this group such kind of answers there were about 90,17%. About 83,19% of respondents among female teachers point to problems of career-related interactions. In this group the difficulty of understanding which has a close relationship with the manifestation of leadership qualities, the achievement of a leader's position got the seventh place (86,90% of respondents). Difficulties in the process of interaction were associated with the expression of creativity in the sphere of professional activities, taken the eighth place, 85,11% of respondents were noted as the most significant one. The difficulty of interaction in the field of socio-political activity among female teachers and female school principals took the last - the ninth place. Thus, 87,97% of respondents stressed the importance of assessing these difficulties.

Conclusions

Thus, the obtained results allowed to draw some conclusions. For teachers and directors of secondary schools, regardless of gender, it is clearly problematic to establish any contact with colleagues in the process of professional activity, teachers perceive almost any interaction in the professional sphere as personally significant. The biggest challenges are the new educational environment and personal life that is crucial to succeed for teachers and school directors. Conditions and requirements of the educational environment are unusual, the circle of communication with colleagues in the sphere of the professional activity is significantly different from the family and personally significant circle, adaptation to them lasts for a long period of time.

At the same time, young teachers and school directors, as the results showed, often think about career and career advancements in the present period of time, about achieving leadership positions - this seems to be extremely relevant to them.

The last ranking position regarding the lack of understanding problems was associated with the manifestation of socio-political activity. It's obviously that it can be explained by the lack of a real participation of the most teachers in democratic movements, the isolation of educational subcultures from the life of Ukrainian society. Teachers, as a rule, do not take part in making political decisions. Perhaps this fact is a problem not for the administration of schools and their teaching staff, but also requires the attention of public authorities.

Also, psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established:

the composite assessment of the teacher's communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities;

communicative competence of the teacher largely depends on the creation of positive conditions for the implementation by a specialist high professional, creative activities that will actualize the development of divergent abilities of the teacher, will allow him/her creatively and holistically perceive the professional situation, the situation of interpersonal interaction on the basis of enrichment of typical social meanings by the diversity of individual values and person's senses;

- communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure.

The prospect of further researches is in providing detailed research of the qualitative characteristics of cognitive styles performed by specialists of other professions by their activities, to study features of the mnemonic and empathic aspects of social intelligence, which determine the level of the development of communicative competence of a teacher.

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