Dėstytojo emocinės kompetencijos raiškos ypatumai

LTStraipsnyje atskleidžiama emocijų refleksijos būtinybė didėjančios įtampos sąlygomis ir pabrėžiama originali emocinės inteligencijos paskirtis padėti dėstytojui vystyti gebėjimus, plėtojančius refleksiją ir adaptaciją, bei kurti vidinį savo ir studentų efektyvumą. Aptarus emocinės inteligencijos ir emocinės kompetencijos santykį, daugiausia dėmesio sutelkiama j dėstytojo emocinę kompetenciją, jos struktūrą ir turinį, siekiant empiriškai tirti šios kompetencijos raiškos ypatumus dėstytojams bendraujant su studentais. Gautų tyrimo duomenų analizė ragina atkreipti dėmesį į konkrečius dėstytojo emocinės kompetencijos elementus, kurie, studentų nuomone, rodo žemiausią raišką: pasitikėjimą savimi, empatiją, paslaugos orientacija, ugdymo gebėjimus ir įtaką studento asmenybei. Straipsnyje keliama mintis, kad pastarąsias kompetencijas būtų verta puoselėti per dėstytojo emocinės inteligencijos gebėjimų saviugdą. [Iš leidinio]Reikšminiai žodžiai: Dėstytojas; Emocinė kompetencija; Emocinės kompetencijos raiška; University lecturer; Emotional intelligence; Manifestation of conpetences of emotional intelligence.

ENThe goal of the paper is to investigate the characteristics of lecturers' emotional competences in academic communication with their students and to define the areas that yield the lowest EIC scores. After presenting the main notions of emotional intelligence and contemplating the relationship between emotional intelligence and emotional competence, the research methodology is based on Goleman algorithm of teacher's emotional intelligence competences. The key competencies of lecturers' emotional intelligence include: influence, developing others, empathy, service orientation, self-control, accurate self assessment, self-confidence, teamwork, collaboration and conflict management. The sample was randomly selected from 92 third-year students. They were interviewed by an anonymous questionnaire of closed questions. The research data shows general tendencies and on average the scores arc not high. According to students, lecturers' emotional competences of self-confidence and empathy suggest the lowest scores. This leads to the assumption this low data scores might have influenced low results of lecturers' the emotional competences of service orientation, developing others and influence. Relatively higher scores in self-control and conflict management may cause concern about the consequences of such lecturers' behaviour suppression with regard to low scores of self-confidence and empathy.The research data shows that the emotional competences of teamwork and collaboration show relatively higher results; however, again, the perspective of creating synergy in these activities is doubtful if one considers low scores in empathy and service orientation. The difference in scores between self-assessment and self confidence shows that no matter whether lecturers know their strengths and weaknesses, they very often tend to devalue themselves and kill feelings of self-pride. In conclusion, lecturers' emotional competence of influence demonstrates its relatively superficial level, mainly manifesting itself in well-preserved etiquette. In conclusion we should stress out that, first, the research challenges lecturers' re-evaluation of their new roles as educators by expanding their vision on the task of education and by appreciating the significance of self-development of emotional intelligence; second, the received results show that the development of emotional intelligence as an ability to recognize emotions and their meaning and to use them in assisting reflection as well as an ability to develop personality characteristics by solving emotional problems empathically is the basis for developing ethically-true emotional competences. [From the publication]