Original article
DOI: 10.15293/1812-9463.2404.02
Marina V. Byvsheva
Ural State Pedagogical University, Yekaterinburg, Russia
Alina S. Demysheva
Ural State Pedagogical University, Yekaterinburg, Russia
Anna V. Korotun
Ural State Pedagogical University, Yekaterinburg, Russia
Ksenia V. Veretennikova
Ural State Pedagogical University, Yekaterinburg, Russia
Abstract. Introduction. The article considers the problem of vision of the significance of priority national tasks in the field of education by the heads of general education organizations and class teachers. The current social situation of development of the younger generation and the state order determine the need to update education through the achievement of priority national tasks in the field of education. In this regard, approaches to class management are being rebuilt. Strengthening class management significantly depends on understanding the significance and acceptance of priority national tasks not only by the class teachers themselves, but also by the heads of general education organizations that provide administration and maintenance of the entire educational system of the school. Methodology. The study is based on the analysis of empirical data obtained using a single online questionnaire for heads of general education organizations and class teachers. The sample of respondents was formed randomly. The study involved 4539 people from
7 regions of the Russian Federation. Results. Processing of information characterizing the sample of respondents, using the Pearson correlation criterion, showed that the age criterion is significantly correlated with the experience of class management (0.574). Teaching experience significantly correlates with the experience of working as a class teacher (0.714). Processing the survey results using the parametric Student t-test showed that the most reliable survey indicators were obtained for the block “Identifying in the activities of the class teacher ways to create a comfortable psychological climate and humanize interpersonal relationships in the classroom” (average for directors – 24.1346; average for class teachers – 23.0018). Conclusions. The results of the study made it possible to obtain new data on the current state of the educational system in terms of class management through a comparison of the vision of approaches to achieving priority national objectives by heads of general education organizations and class teachers, which makes it possible to develop and implement in the practice of a modern school programs for improving the professional competencies of teaching staff performing the functions of class teachers.
Keywords: education management; priority national tasks; general education institution; school management; class management; professional deformation of the class teacher; pedagogical activity.
For Citation: Byvsheva M. V., Demysheva A. S., Korotun A. V., Veretennikova K. V. Comparative Analysis of the Vision of the Importance of Priority National Tasks in the Field of Education by Heads of General Education Organizations and Classroom Teachers. Journal of Pedagogical Innovations, 2024, no. 4 (76), pp. 32–49. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2404.02
Financing. The study was carried out within the framework of the project “The activities of the class teacher aimed at solving priority national problems in the field of education: deficits and universal ways to fill them,” which is being implemented with the financial support of the Ministry of Education of the Russian Federation within the framework of state assignment No. 073-00042-21-02.
References
1. Varlamova M. Sh. Class teacher in a modern school. Bulletin of scientific conferences, 2018, no. 5-3 (33), pp. 38–40. (In Russian)
2. Vinogradova N. F., Galaguzova Yu. N., Dorokhova T. S., Slobodchikov V. I. Student and teacher in a changing world. Pedagogical education in modern Russia: strategic development guidelines: monograph. Scientific editor Yu. P. Zinchenko. Moscow; Rostov-on-Don; Taganrog: Publishing House of the Southern Federal University, 2020, pp. 43–72. (In Russian)
3. Zhuravleva O. P., Mikhaleva L. P. Institute of class management: history and modernity. Education of schoolchildren, 2018, no. 8, pp. 28–34. (In Russian)
4. Letter of the Ministry of Education of the Russian Federation dated 12/05/2020 no. WB-1011/08 “On methodological recommendations” (together with “Methodological recommendations to the executive authorities of the subjects of the Russian Federation exercising public administration in the field of education on the organization of the work of teaching staff providing classroom guidance in educational organizations”) [Electronic resource]. URL: https://www.consultant.ru/document/cons_doc_LAW_353267/ (date of access: 14.07.2024). (In Russian)
5. The message of the President of the Russian Federation to the Federal Assembly of the Russian Federation dated January 15, 2020 [Electronic resource]. URL: http://kremlin.ru/events/president/news/62582 (date of access: 11.07.2024). (In Russian)
6. Decree of the Government of the Russian Federation dated 29/05/2015 no. 996-r “On approval of the Strategy for the development of education in the Russian Federation for the period up to 2025” [Electronic resource]. URL: https://www.consultant.ru/document/cons_doc_LAW_180402/ (date of access: 28.07.2024). (In Russian)
7. Torbina I. I. On the issue of increasing the level of educational activities of the class teacher. Pedagogy and psychology of education, 2020, no. 2, pp. 64–72. (In Russian)
8. Decree of the President of the Russian Federation dated 07/05/2018 no. 204 “On National goals and strategic objectives of the development of the Russian Federation for the period up to 2024” [Electronic resource]. URL: https://mvd.consultant.ru/documents/1056500 (date of access: 17.07.2024). (In Russian)
9. Federal Law “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” dated 31/07/2020 no. 304-FZ [Electronic resource]. URL: https://www.consultant.ru/document/cons_doc_LAW_358792/ (date of access: 11.07.2024). (In Russian)
10. Azimi Sh., Andonova Ya., Schewe Ch. Closer together or further apart? Values of hero generations Y and Z during crisis. Young Consumers, 2022, vol. 23, issue 2, pp. 179–196. DOI: https://doi.org/10.1108/YC-03-2021-1300
11. Janssen D., Carradini S. Generation Z Workplace Communication Habits and Expectations. IEEE Transactions on Professional Communication, 2021, vol. 64, issue 2, pp. 137–153. DOI: https://doi.org/10.1109/TPC.2021.3069288
12. Dautov D., Korochentseva A., Kadom Mahdi Al Hussini M. Features of clip thinking and attention among representatives of generations X and generations Z. SHS Web of Conferences, 2019, vol. 70. DOI: https://doi.org/10.1051/shsconf/20197006001
13. Fong F. T. K., Imuta K., Redshaw J., Nielsen M. The digital social partner: Preschool children display stronger imitative tendency in screen-based than live learning. Human Behavior and Emerging Technologies, 2021, vol. 3, pp. 585–594. DOI: https://doi.org/10.1002/hbe2.280
14. Gulevska V., Tasevska A., Mitkovska S. J., Ademi L., Makasevska V., Ahmeti K., Brajovikj J. Strengthening the Pre-Service Teacher Training System in a Multi-Ethnic Society. Russian Psychological Journal, 2017, vol. 14, issue 4, pp. 243–266. DOI: https://doi.org/10.21702/rpj.2017.4.12
15. Horban O., Martych R., Maletska M. Phenomenon of Videogame Culture in Modern Society. Studia Warmińskie, 2019, vol. 56, pp. 123–135. DOI: https://doi.org/10.31648/sw.4314
16. Mamich M. The Vulgarization of the Language of a Children’s Multiplication Text as a Psycholinguistic Problem. Psycholinguistics, 2019, vol. 26, issue 2, pp. 260–277. DOI: https://doi.org/10.31470/2309-1797-2019-26-2-260-277
17. Paladines-Paredes L.-V., Margallo A.-M. Los canales booktuber como espacio de socialización de prácticas lectoras juveniles. Ocnos. Revista De Estudios Sobre Lectura, 2020, vol. 19, issue 1, pp. 55–67. (In Spanish) DOI: https://doi.org/10.18239/ocnos_2020.19.1.1975
18. Persada S. F., Miraja B. A., Nadlifatin R. Understanding the Generation Z Behavior on D-Learning: A Unified Theory of Acceptance and Use of Technology (UTAUT) Approach. International Journal of Emerging Technologies in Learning, 2019, vol. 14, issue 5, pp. 20–33. DOI: https://doi.org/10.3991/ijet.v14i05.9993
19. Seibert S. A. Problem-based learning: A strategy to foster generation Zʼs critical thinking and perseverance. Teaching and Learning in Nursing, 2021, vol. 16, issue 1, pp. 85–88. DOI: https://doi.org/10.1016/j.teln.2020.09.002
20. Ussenova A., Malakhova I., Shmidt M., Tuliepova S., Tynyskhanova A. Conceptual framework of the model of forming interethnic tolerance in the multicultural environment of the university. International Journal of Cognitive Research in Science, Engineering and Education, 2020, vol. 8, issue 2, pp. 15–26. DOI: https://doi.org/10.5937/IJCRSEE2002015U
Information about the Authors
Marina V. Byvsheva – Candidate of Pedagogical Sciences, Associate Professor, Director of the Center for Continuous Professional Development of Teaching Staff, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0002-1479-453X, mbyvsheva@yandex.ru
Alina S. Demysheva – Candidate of Pedagogical Sciences, Associate Professor, Deputy Director of the Center for Continuous Professional Development of Teaching Staff, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0001-9005-8254, demysheva.a@uspu.ru
Anna V. Korotun – Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Pedagogical Comparative Studies, Director of the Institute of Social Sciences, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0002-5719-2774, korotun83@bk.ru
Ksenia V. Veretennikova – Senior Lecturer of the Department of Pedagogy and Pedagogical Comparative Studies, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0002-4454-8727, veretennikovakv7@mail.ru
Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.
The authors declare no conflict of interest.
Received: 20.08.2024; approved after peer review: 25.10.2024; accepted for publication: 08.11.2024.