Teacher as an Authority? Supporting the Student’s Sense of Belonging to the School Community as a Condition for Their Development and the Teacher’s Success in Educating

The article aims to show the importance of the teacher’s authority in the modern school. The authors present a different view from the one well established in the literature looking at the problem of the formation of teachers’ authority. In addition to the definitions relating to the professional competence and cognitive abilities, a significant aspect of the analysis was focused on the teacher’s ability to form and shape the student’s sense of belonging to school. The paper also includes the research findings univocally indicating that the teacher is a highly regarded authority if they can build and maintain positive relationships in the classroom between them and students as well as between the students themselves, especially the ones manifesting difficulties in the current social functioning.

REFERENCES:

• Baumeister, R.F., Leary, M.R., 1995. The Need To Belong: Desire For Interpersonal Attachments As A Fundamental Human Motivation. Psychological Bulletin 117.
• Dickerson, B., Wilkins, C., Zimbardo Ph.G., 2013. Constructing Psychological Interventions to Transform Education, August (unpublished version). Trans. by Małgorzata Guzowska.
• Garbarino, J., 1999. Lost Boys. Why Our Sons Turn Violent And How We Can Save The., New York: Random House, Inc.
• Hagerty, B.M.K., Patusky, K.L., 1995. Developing A Measure Of Sense Of Belonging. Nursing Research.
• Kaczmarek, Ł.D., Drążkowski, D., 2013. Pozytywne interwencje a teoria zachowania planowanego - wyjaśnianie i kształtowanie intencji związanych z poprawą własnego dobrostanu. Przegląd Psychologiczny 12/2013.
• Leary, M.R., Twenge, J.M., Quinlivan, E., 2006. Interpersonal Rejection As A Determinant Of Anger And Aggression. Personality And Social Psychology Review 10/2006.
• Osterman K.F., 2000. Students’ Need For Belonging In The School Community. In: “Review Of Educational Research”.
• Pituła B. Kitlińska- Król M., 2010. Teachers’ Personal Qualities as the Determinants of Their Empathic Abilities. In: “The New Educational Review”, Vol. 22, No.3 - 4
• Pituła B.,Sacher W.A., 2014. Primary School Teachers’ Professional Performance in the Czech Republic, Bulgaria and Poland. Comparative Analysis. In: “The New Educational Review”, Vol. 35, No.1
• Schwerdtfeger, A., Friedrich-Mai, P., 2009. Social Interaction Moderates The Relationship Between Depressive Mood And Heart Rate Variability: Evidence From An Ambulatory Monitoring Study. Health Psychology, 2009, 28 (4).
• Sosnowski, T., 2008. Zadania Umysłowe A Aktywność Sercowo-Naczyniowa. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
• Wilczyńska A., 2013. Uwarunkowania radzenia sobie młodzieży w sytuacjach zagrożenia wykluczeniem społecznym. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
• Wilczyńska, A., (ed.), 2014. Młodzież na biegunach życia społecznego. Warszawa: PWN
• Wilsz J., 2009. Teoria pracy, Implikacje dla pedagogiki pracy. Kraków: Wydawnictwo Impuls.