Dependence of the Success of Testing Pupils on Social Intelligence of Teachers

Abstract

the purpose of our article is: to describe the most effective means of a cognitive control in the learning process of a foreign language, to describe three main stages of a test creation, to identify final or intermediate (thematic) tests; to show the dependence of the success of testing on social intelligence of tea­chers.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods of the statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).the results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: com-municative potential, characteristics of self­awareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decision­making. Thus, social intel-ligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts.conclusions. Studying the social intelligence of the teacher is defined as the ability to perceive the surrounding and inner world, which allowed professio­nals at different levels to easily navigate in interpersonal interaction, harmonize their behavior. The structure of social intelligence of the teacher includes social sensitivity, empathy, self­knowledge and self­regulation. Social intelligence of a teacher is identified with certain psychological mechanisms. Social intelligence includes social thinking and wisdom. In such a way we analyze the concept of “social thinking” as a structural component of social intelligence. Social think-ing is defined as the ability of the subject to understand and to operate with perceived information. A high level of the development of social thinking allows a teacher to solve problems effectively that are arisen in the process of interper-sonal interaction; efficiency means speed, flexibility and accuracy in dealing with the facts of social reality.