The current paper features some results of an empirical study of interpersonal relations among members of pedagogical process exhibiting various «crisis profiles». It is shown that those with a variable «crisis profile» reveal differences in the relations according to harmony – disharmony. It has been empirically proven that crisis experience has a significant impact on the components of the socio-psychological distance between various participants of pedagogical process. The research has revealed that crisis experience in interpersonal relations has general and distinctive features in various systems of relations, i.e. "teacher – teacher", "teacher – administration", "teacher – student", "teacher –parents". "Teacher – administration" relations are especially sensitive to the destructive crisis experience. On the contrary, "teacher – children" relations remain harmonious and based on mutual understanding and emotional intimacy. The results can be used in psychological follow-up of pedagogical process aimed at prevention and overcoming of destructive crisis experience in the interpersonal relations among pedagogical process members.
Promoting Social Entrepreneurial Organizations: An Empirical Study of Teacher–Student Co-entrepreneurship
