SOCIAL CONDITIONS AND PSYCHOLOGICAL FACTORS OF SOCIAL EQUITY OF A TEACHER

The article presents a theoretical study of social conditions and psychological factors of social equity of a teacher. It is noted that a teacher`s role, being the bearer of the valuable social equity, is crucial in the process of fair determination of the number of rewards and punishments for students based on their academic achievements and behavior. There have been considered the social conditions of development of social equity of a teacher, in particular, the polysubjectivity of connections in the process of education, co-creation between a teacher and students, as well as democratic pedagogical communication. There have been studied the psychological factors of development of social equity of a teacher presenting a set of teacher's personal traits: reflexivity, responsibility, empathy, tolerance, and ability to get on well with people. It has been proven that the given social conditions and psychological factors tend to determine the development of social equity of a teacher. Thanks to its application during interaction with students the development of the value-based attitude to them as objects of pedagogical influence and assessment may be boosted. It also predetermines the pedagogical interaction between both sides in terms of humanism. The result of the theoretical study of social conditions and psychological factors provided an opportunity to determine the level of their influence on the development of social equity of a teacher.