Author(s)

Jitaru Oana¹, Anghel Ionica Ona²

¹Department for Teacher Training, Technical University “Gheorghe Asachi”, Iasi, Romania.
²Department for Teacher Training, National University of Arts, “George Enescu”, Iaşi, Romania.

Assertive communication is a basic tool in the acquirements of a debutant teacher and the development of communicational skills in this respect becomes vital for his professional success. Thus, this paper sets out the concepts of pedagogy of the group and assertive communication in the light of the newest theories and researches and argues about the need of an integrated development of the components of assertiveness—initiation of communication, setting boundaries, constructive expression of feelings, strategies for the increase of self-esteem—to students, future professors. It explains the necessity and benefits of developing assertiveness in self-success as well as in professional success. The purpose of the study is to investigate the perceptions of the students who are in the final years, regarding their own assertive behaviours and how they understand the aim of assertive communication in didactic relationship. In this respect, we organized and conducted three exploratory workshop activities based on focus group. Our results provide clarification regarding the students’ personal perspectives on how to build a teacher-student relationship, on the models provided and the acquired skills, on the effective strategies of self-assertion they use consciously related to conflict management and injustice situations, as well as techniques used to manage emotions in the context of didactic relationships. It highlights the specific educational needs of students and the benefits of the democratic pedagogical style, based on assertiveness.

Group Pedagogy, Assertiveness, Assertive Classroom Discipline, Self-Assertion, Self-Fulfillment

Oana, J. and Ionica Ona, A. (2019) Assertiveness in Self-Fulfillment and Professional Success. Interpersonal Dynamics in the Didactic Relation. Psychology, 10, 1235-1247. doi: 10.4236/psych.2019.108079.