The study (N=267) examined how intellectual humility (IH) relates to learning, how it expressed in the following dimensions: independence of intellect and ego; openness to revising one's viewpoint; respect for others' viewpoints; lack of intellectual overconfidence. Philosophers discuss IH (Roberts, Cleveland 2016, Bąk et al. 2021, Barrett 2017) and/or explain the concept in religion (Hopkin et al., 2014, Hodge 2019). The psychological significance of humility has been examined by Wright, Nadelhoffer et al. (2017), intellectual humility in interpersonal theory was discussed by Priest (2017); However, although there are epistemologists interested in intellectual humility (Whitcomb et al., 2017; Kidd, 2016; Tanesini 2018; Spiegel 2012, etc.), attention to this phenomenon is not great. Cowley (2017) emphasizes that education should not only provide confidence valuing commonly available sources of meaning, but should also teach IH. Baeher (2016) argues that IH is closely related to good thinking and learning and is therefore a meaningful educational goal. IH can be seen as a humility that characterizes thoughts, beliefs, ideas and opinion area (Krumrei - Mancuso et al. (2020). IH involves openness to new information that can improve people's existing knowledge. In such a conceptualization, IH includes the independence of intellect and ego, which presupposes the conditions that people do not feel the threat of intellectual disagreements, are not overly confident in their knowledge, respect others' points of view and are ready to reconsider their own when the need arises (Krumrei-Mancuso, Rouse, 2016). In learning situations, the relationship between the advised and the consultant is common. Stephen, Truscot (2017) identify IH as important in the counseling relationship. An important aspect of IH is that respect for the beliefs of others encourages an honest exchange of ideas. Some opinions are incompatible with openness. Admitting that there is room for error and that someone else is wrong is an admission of imperfection. It involves an attitude that is potentially wrong, but that attitude is not weaker (Taylor, 2016). A teacher is a person who creates various learning situations involving students, colleagues, parents. In order to improve, the IH teacher should have an activity component.

The operationalization of the research object was carried out based on the IH 4 scales identified by Krumrei-Mancuso, E. J., & Rouse, S. V. (2016): independence of intellect and ego; openness to revising one's viewpoint; respect for others' viewpoints; lack of intellectual overconfidence. According to the extracted dimensions, a questionnaire was created. A questionnaire survey was organized. Non-probability targeted sampling was used, since the subjects (teachers) were selected for the survey based on the purpose of the research. The research questionnaire explained the purpose of the research to the respondents. During the survey, the following ethical aspects of the study were ensured: voluntary consent to participate in the study, as the subjects filled in the questionnaires without forcing anything; absence of harm to study participants; anonymity, because the researcher does not know who the subjects are; confidentiality - no personal information is made public. Descriptive statistics, ANOVA, non-parametric criteria were used for analysis.

The preliminary results revealed that the respondents rated intellectual and ego independence the lowest (average 2.33 on a five-point scale), and respect the highest (average 3.99). The averages of the evaluations of all dimensions differ statistically significantly (ANOVA p=0.000). It is planned to analyze how intellectual humility (INH) and its separate dimensions are related to learning, professional experience, and taught subjects. It is also planned to check the scales of the instrument and their compatibility by applying factor analysis.

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