Features of integrated identity of teachers with different styles of activity

The results of the experimental research of peculiarities of a teaching style and teachers’ personality are described.The role of a teaching style is shown as a condition to provide the efficiency of educational work in a contemporary school. The article summarizes the research results of different sides of the style in home psychology, held in the last 20 years. The data that the teaching style has 4-component structure including communicative, organizing and self-organizing actions and also the actions developing students’ intellect, are also confirmed. The comparative study was held among 100 chosen teachers, teaching the humanities, mathematical and scientific subjects. Two typical styles were marked out by a cluster analysis of the k-medium method: the style, oriented to organize the teacher’s personal activity and the other one,oriented to activate students’ intellect. The representatives of the first style predominate (approximately 58 %). Differences in developing 4-components of style among different representatives were discovered by a method “An Inquirer of a teaching style” (author’s method, approved by standards). It has been determined, that the high level of teachers’ self-organization becomes apparent in broadcasting organizational features in students’ organization activities. At the same time developing of students’ intellect requires a high level of communicative activities of teachers. Statistical valid differences are shown mainly in personal features (standarts of behavior, diplomacy, anxiety, self-control), though differences in psychodynamic characteristics, the nervous system characteristics and abilities are not found. Teachers tending to self-organization have more harmonious and stable structure of their teaching style.