Emotional Manifestations of Male and Female Teachers with Different Levels of Conflict Resilience

The article presents the results of an empirical study of the emotional manifestations of teachers with varying levels of conflict resilience. The study involved 1,785 teachers from general education schools in the Khabarovsk region, comprising both male and female participants. Using standardized questionnaires, the level of teachers’ conflict, conflict behavior style, emotional intelligence indicators and emotional burnout level were determined separately for male and female teachers. The investigation revealed both commonalities and distinctive characteristics within the emotional sphere that contribute to the stability of male and female teachers’ behaviors in conflictual situations, as well as specific traits leading to emotional burnout. Notably, the majority of teachers from both genders tended to adopt a compromise-oriented approach in contentious situations, exhibiting an average level of conflict resilience, and preferred to “smoothing things over” during disputes (demonstrating conciliatory and compromising styles of behavior). The aggregate measure of emotional intelligence among male teachers was found to be superior to that of their female counterparts and positively correlated with conflict resilience. However, male teachers displayed higher levels of conflictiveness and lower levels of conflict resilience. In contrast, female teachers were identified as less conflict-prone but exhibited similar emotional intelligence indicators – emotional awareness, empathy, and the ability to recognize other people’s emotions – which are positively associated not only to conflict resilience but also to emotional burnout. For male teachers, emotional burnout is associated with work experience. The practical significance of the results obtained lies in the possibility of differentiated support for male and female teachers in mastering mediation technologies and techniques aimed at preserving emotional resources.