The goal of our study was to compare the working conditions, salary size, and professional outcomes of teachers at schools that switched to the competitive performance-based (so-called ‘effective’) contract in comparison with teachers at schools that did not switch to this employment framework. The study focused on teachers at 83 vocational secondary schools (VSS) that are subordinate to the Ministry of Education of Moscow Region. We conducted an opinion poll to obtain direct information from teachers. We sent questionnaires consisting of 31 questions to 253 teachers. Of the respondents, 105 were included in the experimental group and 148 were placed in the control group. The results of our study show that teachers who work in organizations that have switched to the effective contract model have a higher subjective assessment of their own financial situation, greater expectations regarding their future income, greater confidence about the compensation plan, and a better opinion of the prestige of the teaching profession than teachers at schools that have not adopted an effective contract. The only parameter that cannot be interpreted as an unambiguously positive result is an increase in the frequency of teacher performance assessments at schools that have adopted an effective contract. It was also possible to establish the existence of a moderate relationship between the individual nature of the employment contract and the level of trust that teachers have in their compensation plan. In addition, we established another moderate relationship between informedness and the level of trust that teachers place in their compensation plan. Thus, we can recommend implementing the performance-based contract model at all VSS in the Moscow Region, because it has a positive impact on the immaterial motivation and financial position of teachers. By conducting additional measures to increase teachers’ informedness about effective contracts, we can increase their level of trust in them.
В статье приведены результаты анализа критериев материального стимулирования преподавателей, полученные из текстов положений об оплате труда 70 вузов, подведомственных Минобрнауки России. Зарубежными исследователями показано, что системы оценки, применяемые в сфере образования и сопровождающиеся принятием управленческих решений (поощрение, наказание, контроль), оказывают влияние на профессиональную деятельность оцениваемых. В данной статье состав вузовских критериев материального вознаграждения оценивается с позиций того, что они могут оказывать влияние на профессиональную деятельность преподавателя. Даны количественные оценки частоты использования различных критериев стимулирования. В большей степени вознаграждаются результаты научно-исследовательской работы, выполнение административных обязанностей и предыдущие достижения преподавателей, которые привели к получению общепризнанных статусов и наград в научно-исследовательской и преподавательской деятельности.
The Teaching and Learning International Survey (TALIS) is a large-scale and authoritative international study of teachers. It is conducted by the Organization for Economic Cooperation and Development (OECD) to collect and compare information about teachers and principals in different countries in such key areas as the training and professional development of teachers, performance appraisals, school management and educational goals and practices, job satisfaction, and confidence in one’s professional abilities.
The theme of this article could have a different headline, for example, The Humanistic Crisis of Humanities Education. The interest in it is symptomatic. What is the reason for this? At first glance everything seems all right. In the past fifteen years the volume of humanities education has not diminished. Not a single department of humanities disciplines in the social sciences has been abolished. These disciplines have migrated from the Soviet era to the post-Soviet era under different names. New centers and major institutions focusing exclusively on the humanities have come into being, such as the Institute of European Cultures at the Russian State University of the Humanities, the Institute for Historical Theoretical Research in the Humanities at the Higher School of Economics State University, the journals Novoe literaturnoe obozrenie and Logos. An outwardly convincing appearance of progress in the humanities can be perceived in bookstores and the thematic plans of publishing houses. At times it seems as if all of the most important works of world culture have been translated into Russian and frequently reissued. Nonetheless, there are indications that all is not well in humanities education. What is the root of the problem?