Psychodiagnostic Methods for Assessing the Formation of Personal Qualities in Future Teachers

Psychodiagnostics of the formation of personal qualities in future teachers is an important stage in the process of training personnel for education. Below are some methods and tools that can be used to assess and analyze the formation of personal qualities in future teachers:

1. Questionnaires and surveys:

   • Questionnaire "Personal Qualities of a Teacher": Developed specifically to assess the personal characteristics of future teachers.
   • Self-assessment scale of personal qualities: Students and colleagues can assess the personal qualities of a future teacher.
   • Self-assessment questionnaire: Self-assessment of future teachers on a number of personal characteristics.

2. Interviews:

   • Psychological interview: Conducted by a psychologist to identify the personal qualities, motivation and level of development of a future teacher.
   • Group interviews: Can be used to analyze communication skills and the capacity for cooperation.

3. Tests and methods:

   • 16PF (16 Personality Factors): This test assesses 16 basic personality factors that may be important for a teacher, such as sociability, self-control, etc.
   • Empathy self-assessment method: Allows measuring the level of empathy, which can be important for working with students.
   • Leadership qualities assessment test: Assesses the ability to lead and manage a group.

4. Self-analysis and reflection methods:

   • Teacher's diary: Future teachers keep a diary in which they record their reflections, thoughts and feelings during the learning process.
   • Teacher's portfolio: A collection of works, reports and reflections that reflect the personal and professional growth of a future teacher.

5. Career guidance methods:

   • Professional interest tests: Can help future teachers understand how well their interests and values match the teaching profession.

6. Methods for assessing communication skills:

   • Role-playing games: Scenarios in which future teachers can practice communication skills with students and parents.
   • Assessment of communication skills in learning situations: May include assessing participation in discussions, giving presentations, etc.

7. Analysis of successes and difficulties in practice: Future teachers can analyze their work at school in terms of personal growth and development.

Diagnostic Questionnaire of Empathic Potential

Principle of diagnosis. The theoretical concept chosen is the phenomenon
of a person's propensity for empathy as a potential emotional response to social phenomena and as a process of understanding another person's experiences.
What is assessed is not the fact of empathy itself, but precisely the propensity for it, since the manifestation of an emotional response
under real conditions is bound up with certain social constraints. It should be noted that empathy is subject to qualitative
and quantitative change and depends ambiguously on a person's past emotional experience. Therefore, a statistical diagnostic cross-section
cannot be used to judge the possible manifestations of a person's current empathic tendencies
in the situation as it actually unfolds for them.

The objects of empathy are social situations which the respondent had the opportunity to encounter by the age of sixteen,
accumulating their life experience in the process of marginal socialization.
Of the whole possible spectrum of empathic reactions, only six
vectors of empathy are diagnosed: toward parents, toward animals,
toward elderly people, toward children,
toward characters in works of fiction, and toward peers in interpersonal relationships.
The stimulus material consists of 36 statements, with which the subject
may differentially agree or disagree, thereby expressing their attitude toward the verbalized social situations.

Area of application. The test questionnaire is suitable for a one-time
individual/group examination of 15–20 people simultaneously. Repeated use of the method on a person previously examined is possible not
earlier than 12 months later. A mandatory condition for the applicability of
the questionnaire is good command of the Russian language by each respondent.
The questionnaire can be used in personnel selection, as well as in forming the student body for the psychology and law faculties
of universities, and in medical, theatrical and pedagogical educational institutions. Empathy – a professionally significant quality for journalists,
general practitioners, lawyers, artists, and certain specialists
in the service sector, teachers and psychologists.
When drawing up a diagnostic conclusion, it should not be forgotten that
the presence of this quality in the person examined is only a minimally necessary, but not sufficient, condition for successfully mastering the professions of the groups listed.
The purpose of the examination – identifying the intensity characteristic of empathic potential in the form of empathy. Diagnosis is carried out with the help of
a paper-based method in the form of closed statements with prescribed answers.
No single statement in the questionnaire is diagnostic on its own. Only based on the totality of the respondent's answers to diagnostically significant statements are the indicators of the vectors of empathy quantitatively determined.

Instructions for the respondent. We invite you to answer several statements. Your answers will not be evaluated as good or bad, so
please be candid. Do not spend a long time deliberating over the statements. The most reliable answers are the ones that come to mind first.
After reading a statement in the questionnaire, find in the answer sheet the scale corresponding to the number of the statement, and mark your opinion on it with a bold dot on
one of six gradations: «don't know», «never or no», «sometimes», «often», «almost always», «always or yes». Then move on to the next item. No statement may be skipped. If, after reading the instructions,
you have any questions, address them to the staff member conducting the examination.
Questionnaire
1. I prefer books about travel to books from the
«Lives of Remarkable People» series.
2. Grown children are irritated by their parents' concern.
3. I like to think about the reasons behind other people's successes and failures.
4. Among music television programs, I prefer «The Voice», «Morning
Mail».
5. Excessive irritability and unfair reproaches from a sick person
must be endured, even if they continue for years.
6. A sick person can be helped even with a word.
7. Outsiders should not interfere in a conflict between two people.
8. Old people are, as a rule, touchy not without reason.
9. As a child, when I listened to a sad story, tears would well up in my eyes on
their own.
10. My parents' irritable state affects my mood.
11. I am indifferent to criticism directed at me.
12. I prefer looking at portraits to paintings of landscapes.
13. I have always forgiven my parents everything, even when they were wrong.
14. If a horse pulls poorly, it should be whipped.
15. When I read about dramatic events in people's lives, I feel as though it is happening to me.
16. Parents treat their children fairly.
17. Seeing teenagers or adults quarreling, I intervene.
18. I pay no attention to my parents' bad mood.
19. I spend long periods watching the behavior of birds and animals, setting
other things aside.
20. Films and books can bring tears only to frivolous people.
21. I like observing the facial expressions and behavior of strangers.
22. As a child I brought home stray cats and dogs.
23. All people are embittered without reason.
24. Looking at a stranger, I want to guess how
their life has turned out.
25. At the sight of an injured animal I try to help it in some way.
26. As a child, younger children used to follow me around everywhere.
27. A person will feel better if you listen attentively to their complaints.
28. Upon seeing a street incident, I try not to be counted among the witnesses.
29. Younger people like it when I offer them an idea, an activity or entertainment.
30. People exaggerate animals' ability to sense their owner's mood.
31. A person should get out of a difficult conflict situation
on their own.
32. If a child cries, there are reasons for it.
33. Young people should always satisfy any requests and eccentricities
of the elderly.
34. I wanted to understand why some of my classmates
are sometimes pensive.
35. Stray domestic animals should be caught and destroyed.
36. If my friends start discussing their personal problems with me,
I try to change the subject.

Instructions for the experimenter. In a group examination the experimenter must ensure that each respondent fully and clearly understands the instructions
regarding the applicability of the response-scale gradations, using as an example
two or three statements not included among the diagnostic ones. If, while filling out the forms, respondents have questions about the meaning of the
statements given, the experimenter should give the respondent a neutral individual clarification, without creating in them a mindset toward the desired answer.
To minimize possible artifacts, the purpose of the examination should not
be disclosed. If questions on this matter arise on the part of the respondents,
it may be stated that inclinations and interests are being studied. When, however,
the purpose of the examination is disclosed, reflective individuals will try to answer «as
needed», seeking to create a «favorable» impression of themselves. It is undesirable for more than 15–20 people to take part in the examination at one time. In that
case the audience becomes difficult to control.

Preparation of primary data for processing. On the answer scales in the respondent's protocol, each gradation is assigned its own number: 0 – the gradation «don't know», 1– «never or no», 2 – «sometimes», 3 – «often», 4 – «almost always», 5 – «always or yes». The respondent's completed answer sheet
is then checked against the evaluation scales.
Defensiveness scale. Evasive «don't know» answers to any of the statements
on this scale are assessed as the respondent's unwillingness to undergo the examination or as a sign of social infantilism: 2, 4, 16, 18, 33.
Insincerity scale. Affirmative «always or yes» answers to any
of the statements on this scale are assessed as a deliberate distortion of the results by the respondent: 2, 7, 11, 13, 16, 18, 23.
Reliability scale. The reliability of the test results should be doubted if the respondent answered «always or yes» to pairs of statements from
this scale, or answered «never or no» to the same pairs: 7 and 17, 10 and 18, 17 and
31, 22 and 35, 24 and 36.

The test results may be subjected to further statistical processing if, across all evaluation scales combined, no more than three evasive, insincere and unreliable answers are recorded in total. When the sum equals four,
their reliability should be doubted, and at five the respondent's protocol
is discarded as spoiled. The results are processed using an answer key. The diagnostic units are triads of statements,
forming indicators of empathy, grouped into six categories. For each group of statement triads separately, the sum of points scored
by the respondent is calculated. By adding up the points across all groups, the
overall score of the tendency toward empathy is found and is compared with the normalized
scale of levels of empathic potential.

Answer key

Scale of empathy levels*

* – calculated from experimental data of 684 respondents; x = 49, @ = 18.1.

Qualimetric evaluation scales

Very high level of empathy – from 82 to 90 points. The person has a painfully developed capacity for empathy. In communication, like a barometer, they react subtly
to the interlocutor's mood, before they have even had time to say a word. It is hard for them
that others use them as a lightning rod, unloading
their emotional state onto them. Such a person feels uncomfortable in
the presence of «difficult» people. Adults and children willingly confide their
secrets to them and come to them for advice. They often experience a complex of guilt, fearing
to cause people trouble; they are afraid of hurting them not only with a word but even with a glance. Worry for relatives and loved ones never leaves them. At the same time they themselves are
very vulnerable. They may suffer at the sight of an injured animal or find no peace after a chance cold greeting from their boss. Heightened impressionability sometimes keeps them awake for a long time. When upset,
they need emotional support from others. With this attitude toward life, a person is close to a nervous breakdown. They should take care of their mental health.

A high level of empathy – from 63 to 81 points. The person is sensitive to the needs and problems of others, generous, capable of forgiving
much. They take a genuine interest in people. Emotionally responsive, sociable, quickly establishes contacts and finds common ground with
others. Such a person likes to «read» people's faces and «look ahead»
into their future. Children, too, are probably drawn to them. Others value them for their
warmth. As a rule, they try to avoid conflicts and to find
compromise solutions. They handle criticism directed at them well. In evaluating
events they trust their feelings and intuition more than analytical conclusions.
They prefer to work with people rather than alone. They constantly need
social approval of their actions. Despite all the qualities listed, they
are not always accurate in precise and painstaking work. It is not particularly difficult to throw them off balance.

Normal level of empathy – from 37 to 62 points, characteristic
of most people. Others cannot call such a person «thick-skinned», but at the same time they are not among the especially sensitive individuals.
In interpersonal relationships they are more inclined to judge others by their actions
than to trust their own personal impressions. Emotional displays are not alien to them, but for the most part they are kept under self-control. In communication such a person is attentive, tries to understand more than is said in words,
but loses patience with an excessive outpouring of the interlocutor's feelings. They prefer
not to voice their own point of view tactfully, not being sure that it
will be accepted. When reading fiction and watching films they more often follow the action than the characters' experiences. They find it difficult to predict how relationships between people will develop, so it happens that others' actions turn out to be unexpected for them. They lack ease of feeling,
and this prevents such a person from perceiving people fully.
Low level of empathy – from 12 to 36 points. At these quantitative values of empathy manifestation, a person experiences difficulty in
establishing contacts with people, and feels uncomfortable in noisy company. Emotional displays in the actions of others sometimes seem to them
incomprehensible and meaningless. They more often give preference to solitary
pursuits rather than working with people. Such a person is a proponent of precise formulations
and rational decisions. They probably have few friends, and those they do have
they value more for their professional qualities and clear mind than for sensitivity and responsiveness. Often people repay them in kind; there are moments when such a person feels alienated, and others do not favor them much
with their attention. But this is fixable if they break out of their shell and become
more attentive in observing the behavior of those close to them and accept their needs as their own.
Very low level of empathy – 11 points or less. Empathic
tendencies of the personality are not developed. Such a person finds it difficult to be the first to start a conversation,
keeps apart in company and with colleagues, fellow students, classmates. Contacts with children and with people considerably older than themselves are especially difficult for them. In interpersonal relationships they often find themselves in
an awkward position, largely failing to find mutual understanding with others. In their activities they are too self-centered. Such a person can
be very productive in individual work, but in interaction with
others they do not always appear in the best light. They tend to be ironic
toward sentimental displays. They take criticism of themselves painfully,
although they may react to it violently. They need gymnastics for their feelings.
A questionnaire for assessing the professional orientation
of a teacher's personality

Instructions. This questionnaire lists properties that may
be characteristic of you to a greater or lesser degree. Accordingly,
two answer options are possible:
a) true, the property described is typical of my behavior or is present in me to a greater degree;
b) false, the property described is not typical of my behavior or
is present in me to a minimal degree.
After reading a statement, choose one of the answer options and mark
it on the answer sheet by crossing out the appropriate letter.
1. I could quite well live alone, far from people. (a, b)
2. I often win others over through my self-confidence. (a, b)
3. Solid knowledge of my subject can substantially ease
a person's life. (a, b)
4. People should adhere to the laws of morality more than they do now. (a, b)
5. I read every book carefully before returning it to the library. (a, b)
6. My ideal working environment – a quiet room with a desk. (a, b)
7. People say that I like to do everything in my own original way. (a, b)
8. Among my ideals, a prominent place is occupied by scholars who made a great contribution to my subject. (a, b)
9. Those around me believe that I am simply incapable of rudeness. (a, b)
10. I always pay close attention to how I am dressed. (a, b)
11. It happens that I don't want to talk to anyone all morning. (a, b)
12. It matters to me that nothing around me is in disorder. (a, b)
13. Most of my friends – people whose interests lie in the field
of my profession. (a, b)
14. I spend a long time analyzing my own behavior. (a, b)
15. At home I behave at the table the same way as in a restaurant. (a, b)
16. In company I let others do the joking and storytelling. (a, b)
17. I am irritated by people who cannot make decisions quickly. (a, b)
18. If I have a bit of free time, I prefer to read something related to my discipline. (a, b)
19. I feel uncomfortable fooling around in company, even if my friends are doing it. (a, b)
20. Sometimes I like to gossip about people who are absent. (a, b)
21. I very much enjoy inviting guests and entertaining them. (a, b)
22. I rarely go against the opinion of the group. (a, b)
23. I prefer people who know their profession well,
regardless of their personal characteristics. (a, b)
24. I cannot be indifferent to other people's problems. (a, b)
25. I always readily admit my mistakes. (a, b)
26. The worst punishment for me – being shut away in solitude. (a, b)
27. The effort spent drawing up plans is not worth it. (a, b)
28. In my school years I expanded my knowledge by reading specialized literature. (a, b)
29. I do not condemn a person for deceiving those who allow themselves to be deceived. (a, b)
30. I feel no inner resistance when asked to do a favor. (a, b)
31. Some people probably think that I talk too much. (a, b)
32. I avoid community work and the responsibility that comes with it. (a, b)
33. Science – that is what interests me most in life. (a, b)
34. Those around me consider my family cultured. (a, b)
35. Before a long trip I always carefully think through what to
take with me. (a, b)

It is important to note that these methods can be effective if they are applied systematically and in conjunction with psychologists and teachers. The results of psychodiagnostics can help future teachers recognize their strengths and weaknesses, as well as develop development plans for improving their personal qualities and skills.