The article is devoted to the study of the relationship between teacher’s locus of control and the demonstration of students’ indirect aggression to the teachers. The study involved 5 189 teachers living in nine regions of Russia. The results showed significant negative correlations between the teachers’ level of locus of control and their experience of encountering indirect aggression from students. Regression analysis showed that teachers’ locus of control can predict their encounter with indirect student aggression. An assessment of the predictive power of different locus of control subscales in relation to types of indirect aggression showed that the most significant predictor was the index of general internality.

The paper studies the relationship between dispositional tolerance and aggression in the personality structure of a teacher. The study was conducted among 354 teachers of Moscow and Moscow region, using the questionnaires BPAQ, Dispositional Tolerance of Personality Questionnaire, TIPI. The structural model was built, the analysis of the structural model showed that dispositional tolerance is a significant negative predictor of aggressiveness. In addition, it was found that dispositional tolerance can buffer the Integrity scale in relation to aggressiveness. The findings offer a new perspective on the possibilities of reducing aggression among educators through the development and support of prosocial qualities such as dispositional tolerance.