Teacher's authority in the opinion of students of the Lomza State University of Applied Sciences in and the process of adaptation to studies

Abstract

Introduction: Currently, there is an ongoing discussion on the contemporary authority, the results of which indicate, among other things, the need for authority and show a large change in the understanding of this concept in social life. In modern society, changes in the meaning and function of authority can be observed, related to the change in the understanding of values and norms. Authority increasingly assumes the figure of an idol. Still, authority is one of the main pillars of social life, a condition for success in all activities, especially in upbringing and education. Hence, the subject of interest of many pedeutologists is the issue of the teacher's authority, including the academic teacher. The authority held by students has a very large impact on the professional work of an academic teacher. Since authority is gained through one's own attitude and one's own influence, it is necessary to be fully aware of these conditions.The aim of the study: The aim of the research was to determine the authority of an academic teacher by students of the Lomza State University of Applied Sciences (LSUAS) and to analyze authority in the aspect of the process of adapting students to studies.

Material and method: The study used the diagnostic survey method, to which the survey technique was subordinated, using for this purpose an anonymous survey questionnaire of its own design "Adaptation difficulties of students". The research was conducted in the academic year 2015/2016 among students of the first year of full-time first-cycle studies at the LSUAS in 12 fields of study. A total of 314 people were examined. The research results were compiled in the Statistica 6.0 program by calculating: Pearson's chi-square test values, Mann Whitney Z-U test values, Kruskal Wallis test values, simple and weighted arithmetic means, standard deviation, contingency coefficient ckor. Differences between variables were tested at a significance level of p<0.05.

The results: The analysis of the issue concerning the authority of academic teachers shows that the vast majority of students (72.6%) of LSUAS claim that not all teachers are an authority for them. Only a few believe that there are no teachers among teachers who would be an example and a role model for them. The above indications are declared mostly by men. The group of respondents (22.9%) are those for whom academic teachers are an authority and such declarations were made mainly by women.

Conclusion: In the opinion of the vast majority of LSUAS students, not all academic teachers are an authority. This is a group of respondents presenting a low level of adaptation to studies. Among the elements of the academic teacher's authority indicated by the respondents, the leading place is occupied by: the ability to transfer knowledge, then knowledge and competence, and the ability to be interested in the subject. The group of students indicating these features is characterized by a high level of adaptation. According to the majority of students, the key personality traits of an academic teacher include: understanding and tolerance, communicativeness and intelligence. This is a group of respondents with the highest level of adaptation to studies. In the field of physiotherapy studies, gender is a variable determining the opinion of students regarding the authority of an academic teacher in favor of men.