The authority of the teacher and its importance for resolving pedagogical conflicts in the context of a modern educational organization

Introduction. The authority of a teacher is one of the most important resources for the education and upbringing of the younger generation, since it creates the basis for educational motivation, allows establishing and maintaining a healthy atmosphere in a study group, and more effectively preventing and resolving conflicts. Despite the fact that this fact is generally recognized, the topic of teacher authority continues to be very relevant, since in practical terms, each teacher decides the issue of achieving authority independently and mostly intuitively, relying on their own experience and knowledge. Research aim: to identify the relationship between the authority of a teacher and his influence on the resolution of pedagogical conflicts. Materials and methods. Based on the data of a survey of 8th-9th grade students of Moscow School No. 2006, obtained using the author's questionnaire, as well as diagnostics of the individual style of the teacher's activity (methodology of A.K. Markova and A.Ya. Nikonova), the style of his pedagogical communication (methodology of N.P. Fetiskin) and behavior in a conflict situation (methodology of Thomas - Kilman for identifying leading behavior in a conflict situation (adapted by N.V. Grishina)), conducted on a sample of teachers of the same school (the sample consisted of 45 people), a relationship was established between the authority of the teacher, the style of pedagogical communication and behavior in a conflict situation. KEYWORDS Research Results. A survey conducted by schoolchildren in grades 8-9 about what an authoritative teacher should be like showed that the authority of a teacher among students is influenced by such personal and professional qualities as intelligence, self-confidence, competence in their subject area, as well as responsibility, fairness and tact, as well as the ability to cope with difficulties in teaching. The authority of a teacher is also influenced by image characteristics that manifest themselves in the style of teaching and communication, as well as behavior in a conflict situation. According to students, the most optimal behavior options for authoritative teachers in a conflict are finding out and eliminating the causes of the conflict that has arisen (61%), while an overly emotional reaction or attempts to ignore the conflict, to distance oneself from it, can negatively affect the authority of the teacher. Based on the diagnostic procedures conducted with teachers, it was found that the majority of teachers (89%) adhere to constructive styles in their teaching activities and communication with students, which allows them to be quite successful and effective in their professional activities, as well as enjoy authority among schoolchildren. Conclusion. The analysis of the results of these diagnostics of teachers allowed us to establish a relationship between the style of pedagogical communication of a teacher and the strategy of behavior in a conflict chosen by him. In most cases, teachers who use ineffective styles of activity in their work are inclined to non-constructive behavior in a conflict situation, while more professionally effective teachers more often use constructive behavior strategies in a conflict situation, allowing them to maintain their authority among students