Relationship between Components of Pedagogical Communication and Assessment of Psychological Safety of the Educational Environment by a Pre-School Teacher

Introduction. The study of conjugation of the structure of components of pedagogical communication and psychological safety of the educational environment is presented. The aim is to identify the indicators of teacher's communication positively correlated with the teacher's assessment of psychological safety of the educational environment. Materials and Methods. The following methods were used: «Personality orientation in communication» (S. L. Bratchenko); technique of diagnosing the level of empathic abilities (V. V. Boyko); test of communicative skills (L. Michelson); questionnaire for determining pedagogical inhibition (L. B. Polosov); technique for diagnosing the level of reflexivity (A. V. Karpov, V. V. Ponomareva); questionnaire «Psychological safety of the educational environment» by I. A. Baeva. The study sample involved 127 female teachers of pre-school educational organizations, the average age of the respondents was 35 years old. Processing was carried out on the basis of factor analysis using the method of principal components. SPSS Statistics 21 software package was employed. Results and Discussion. The relationship between the components of a teacher's communication and his assessment of the psychological safety of the educational environment is reflected through five latent factors — types of communicative behaviour: reflexivity; empathy; conformity; authoritativeness; manipulative capability. Conclusions. Positive assessment of psychological safety of educational environment is interrelated with such positive indicators of pedagogical communication as reflexivity, empathy and conformity.