EMPIRICAL RESEARCH OF THE CORRELATION BETWEEN THE FRACTAL STRUCTURE OF SOCIAL INTELLIGENCE OF THE HEAD OF THE EDUCATIONAL INSTITUTION AND THE TYPE OF HIS/HER GENDER IDENTITY

Abstract

The aim of the research is to examine the correlation between the type of gender identity and the fractal structure of individual’s social intelligence. According to received data, all groups of women with a feminine gender identity and men with a masculine gender identity were diagnosed with a high level of social intelligence. Androgynous type of gender identity was found correlated with above average and the average levels of social intelligence.

We proved that leaders with the adequate gender identity used social intelligence to solve many problems in their social lives. Knowledge of the situation forms a significant part of the repertoire of social intelligence. At the same time, social intelligence contains not only knowledge of the social world, people, oneself, but also requires the ability of a specialist to transform this information, to explain it in the process of the professional activity, to construct the course of further social events and to plan their professional activities. Thus, we understand social intelligence as a certain cognitive ability that allows the specialist to perceive adequately the events of social life with a minimum of surprises and personal pleasure for himself/herself.

The results of our research indicate the adequacy of our conclusion regarding the natural or as close as it is possible to the natural levels of gender identity of teachers-managers who facilitate the formation of high or above average levels of social intelligence of their personality due to a high level of the development in a fractal structure of their social intelligence, such as: communicative and personal potential; characteristics of self-awareness ( a sense of self-esteem, freedom from complexes, superstitions, repressed impulses, openness to new ideas); characteristics of the cognitive sphere of the person (social perception, social thinking, social imagination, social ideas, the ability to understand and to model social phenomena, understanding of dominant for them people and motives);characteristics of energizing features – mental and physical endurance, the activity, low exhaustion).

Also, the results allowed us to single out the following functions of social intelligence of the leaders of the pedagogical sphere of professional activity: 1) ensuring adequacy, adaptability in changing social conditions; 2) formation of the program and plans of successful interaction in tactical and strategic directions, the decision of current tasks and problems; 3) planning of interpersonal events and forecasting their development; 4) motivational function; 5) the formation of social competence; 6) self-development, self-knowledge, self-learning.