Проблемы внедрения эффективного контракта в российское общее образование
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.
This monograph aims at analyzing the minimum wage and 'effective contract' legislation in international context, taking into account both historical and modern peculiarities in general and with a particular emphasis on public service. This analysis being performed from a comparative viewpoint, allowed the authors to assess the legislative amendments suggested by the legislator against the labour legislation currently in force. It has also helped to throw light onto the gaps and conflicts in the minimum wage and 'effective contract' regulation and common errors in its enforcement. The authors formulated their own suggestions concerning further legislation development in this field. This monograph was prepared with information support of the "ConsultantPlus" electronic legal database system.
The paper provides an overview of studies dedicated to correlations between school teacher salaries and regional economics and to the local factors affecting the size of teacher salaries. The paper describes the basic teacher pay indicators in the regions: absolute salary, teacher pay level as compared to the average regional salary, ratio of salary to the average consumer bsket and to the per capita gross regional product. Based on the calculations performed using open databases of governmental authorities, a classification of regions by teacher pay levels was developed, providing seven clusters of regions. For each of the clusters, we have elaborated recommendations on teacher remuneration, identifying typical risks and challenges. These recommendations are designed to improve efficiency of activities that are part of the education policy by way of differentiating federal assistance. The conclusion is that, apart from the index of teacher pay level as compared to the average regional salary, which is the benchmark of governmental programs, one should also consider the ratios of salary to the average consumer basket and to the per capita gross regional product.
The article considers the practices of performance-based pay applied in the vocational education and training (VET) institutions. It was found that VET institutions used different tools to adopt «effective contract» due to ambiguity of the institutional environment. The study suggests, that more favorable conditions for performancebased pay occur in VET organizations, which have cooperation with business (employers for graduates) interested in skilled workers and in employment of the graduates. This is due to abilities of VET to attract additional funding from business, to develop quality assessment system and requirements for the results of teacher’s work.
The article presents the current practices of system of remuneration for university teaching staff in higher educational institutions in Russia. The research was based on 51 in-depth interviews in the 6 universities and included the analysis of 100 universities’ local acts of the wage system. The main question of the article is: what are the differences in the remuneration systems in the 6 higher education institutions and why these differences occur. We claim that the universities’ remuneration systems are formed under the impact of 4 factors: 1) external formal accountability to the federal and regional governments; 2) strategic goals of the university (which are often formed as a university response to external accountability); 3) the financial resources of the university; 4) its internal features: the number of university teaching staff, centralized or decentralized management, the number of departments of the university and its’ profiles.