The purpose of our study is to determine the relationship between type and level of religiosity of educators and their interaction attitudes (the level of intercultural competence, egalitarian or traditional gender attitudes and availability of gender-related bias) in the educational environment.The increasing religiosity in the Russian society and, at the same time, ambiguous attitudes to traditional gender morality and the spread of egalitarian views creates a variety of teachers’ personal positions affecting their professional activity and interpersonal relationships. 

Today, in a multi-ethnic society, the relevance of the development of teacher’s intercultural competence is determined by the growth of cross-cultural migrations. Modern teacher is expected to implement public and interpersonal communication in a multi-ethnic educational environment based on respect for the principles of tolerance for representatives of different nationalities, cultures, beliefs and traditions (Huhlaev, Chibisova & Kuznetsov, 2014; Nuzhdin, 2015). The intercultural competence is an integrated multi-level phenomenon. O. Huhlaev and M. Chibisova (2008) described four levels of teacher’s intercultural competence: relatively low intercultural competence (“understatement” and “absolutization”) and a relatively high intercultural competence (“acceptance” and “adaptation”). Different studies shows that intercultural competence affects many personal and social factors (Huhlaev, Kuznetsov & Chibisova, 2013). It was discovered that the development of intercultural competence correlate with the high level of empathy, tolerance, flexibility of thinking, spontaneity, independence from dogma, stereotypes and prejudices, cognitive complexity, positive ethnic identity, etc.

Our research is based on a sample of teachers from Kazan. Kazan is the capital of the Republic of Tatarstan in Russia where two religions equally dominate - Orthodox Christianity and Islam. Other religions are also well represented: Catholicism, Protestantism, Judaism and Hinduism. In recent years, the role of religious centers and communities has increased in educational and social spheres of the society. In secular education systems, teachers, to a greater or lesser extent, are also committed to a certain religion. Religious and secular aspects are closely intertwined in our education system, which affects children’s upbringing.

On the one hand, every religion encourages believers to be kind and tolerant towards all people, spreading the values of equality, education, mutual support, etc. On the other hand, the commitment to a certain religion can constrict the law consciousness; make a person more aggressive and dogmatic in interactions with other people. The question is: How does the type and level of teachers’ religiosity affect their interactions with students who are representatives of different religions and cultures? 

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