Irina Annenkova, Associate Professor, Candidate of Pedagogical Sciences, Associate Professor
Odessa National University. I.I. Mechnikov, Ukraine
Championship participant: National championship in research analytics - "Ukraine";
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The article deals with the problem of creating an adaptable system of rating assessment of the quality of the work of the teaching staff at the university. The method of ranking the performance indicators of teachers' activities is described. The conditions for the introduction of the rating assessment of the professional activity of the teaching staff in the practice of the work of universities are determined.
Keywords: teacher of higher education, professional activity assessment, assessment methodology, rating assessment.
The problem of creation of adaptive estimation of the rating of the quality of the teaching staff at the university is considered. Methods for ranking of higher school teachers’ performance is described. The conditions for the introduction of rating estimation of professional activity of the teaching staff in the practice at the university are determined.
keywords: higher school teacher, professional activity, assessment, methods of assessment, rating estimation.
The teaching staff is the main and most valuable asset of a higher educational institution, both the success of educational activities and the development of the education system as a whole directly depend on the quality and efficiency of its work. In this regard, there is a need to assess the quality of teachers' activities. The results obtained are the basis for solving the problems of managing the quality of education at the university and professional training of future specialists.
The work of N. Bordovskaya, E. Titova, G. Stadnik, M. Belinsky, Yu. A certain practical experience has been accumulated in the rating assessment of the quality of the activities of scientific and pedagogical workers, departments and faculties in the universities of Ukraine. Nevertheless, the issue of developing a common methodology for evaluating the quality of the activities of university teachers remains unresolved.
The purpose of the article is to define the essence, describe the methodology and identify the conditions for the effective implementation of the rating system for assessing the quality of the work of the teaching staff of the university.
Evaluation of the quality of the activities of scientific and pedagogical workers makes it possible to measure the scientific and pedagogical productivity of the activities of teachers; identify the degree of intensity of different types of professional work, conduct a comparative analysis of the activities of teachers of faculties and institutes for certain categories of faculty, identify strengths and weaknesses in their work, as well as opportunities to improve its quality.
Today, more and more often there is a need for a more flexible assessment of professional and pedagogical activity focused on objectivity, normativity, and quantitative certainty. This leads to the use of a qualimetric approach, which provides for a quantitative description of the qualities of objects or processes.
Objectively, due to the characteristics of the university as an educational institution and social organization, the activities of each teacher are carried out simultaneously, as it were, in different areas, in each of which the teacher performs different roles, performs various functions. It is worth noting that the teacher’s activity in each of these areas has a different quality which must be taken into account when assessing the quality of its activities as a whole.
Scientific and pedagogical activity refers to a creative type of activity, where various evaluation options are possible. It is obvious that the most objective assessment is based on the final result, and not on the procedure for achieving it and the efforts expended on it. Ranking assessment makes it possible to take into account these features of the professional activity of the teaching staff of universities.
Rating (from the English rating - assessment, position, rank) - a numerical indicator of the level of assessments of the activities of an institution, organization or individual. Rating is a concept that characterizes the relative significance, place, weight, position of a given object in comparison with other objects of this class (type). Rating is an individual numerical indicator of the achievement of a certain subject in the classification list, which is compiled annually by experts in the relevant industries. In fact, "rating" is a system of ordering in the form of a list of the quality of any objects based on quantitative indicators, or ratings. Rating is a level resulting indicator of the quality of a teacher's scientific, pedagogical and professional activities, which makes it possible to judge his class, place, category, belonging to a certain stratum of the scientific, pedagogical and professional community.
Rating as an evaluation system based on formal indicators has undeniable advantages - clarity of criteria, ease of implementation and the lack of the ability to arbitrarily overestimate or underestimate the assessment, depending on whose activities are being evaluated. This makes the rating the most promising technology and allows us to recommend it for assessing the professional activities of the teaching staff at the university. Rating is one of the types of assessment of the teacher's activity, which can be organically combined with other types accepted at the university.
The rating assessment of the professional activity of the teaching staff allows: 1) to combine almost all the advantages of the known methods for assessing the teaching staff, since it does not negate the traditional principles of assessment (systematicity, objectivity, etc.); 2) get closer to overcoming the main shortcomings of assessing the activities of teachers - subjectivity and the actual lack of quantitative indicators of the effectiveness of pedagogical activity; 3) ensure the integrity of the assessment, since the above system is based on the accumulation of conventional units for each type of professional activity performed by teachers. Depending on the number of points for each type of activity, the teacher receives a fairly adequate cumulative assessment.
The rating assessment focuses on the quantitative indicators of the teacher's work, and the qualitative criteria of pedagogical activity are not given due attention. In particular, the rating assessment of the teacher's educational activities is affected by the number of completed training hours; when evaluating methodological and scientific work, the dominant role is played by the number of publications and their volume (in printed sheets), reports at scientific conferences; the effectiveness of educational work is evaluated by the number of educational activities carried out. However, for example, the teacher's pedagogical skills, his ability to apply advanced didactic technologies, pedagogical techniques, and his own teaching methods are not taken into account.
The I.I. Mechnikov Odessa National University has developed and is implementing a system for evaluating the quality of teachers' work, which is based on the following provisions: evaluation should cover all types of teachers' activities (have an integral character); ensure a quantitative assessment of the quality of their work, its objectivity (to minimize the elements of subjectivity); ensure the formalization of final grades; give the opportunity to work with feedback to improve the quality of training; have a focus on stimulating labor; the system should be flexible, adaptable to new tasks, new priorities, which will make it possible to predict the development of the university in the future.
The main objectives of evaluating the quality of teachers' activities are: 1) increasing the level of objectivity in assessing the activities of scientific and pedagogical workers; 2) increasing the professional motivation of scientific and pedagogical workers; 3) the development of teachers' habits of self-assessment and analysis of professional activities.
The indicators used in this case and the methodology for quantifying (ranking) the activities of teachers were developed by the working group of the Scientific and Methodological Council of the University, discussed at the departments and faculties and approved by the Scientific and Methodological Council of the University and the administration.
It should be noted that the rating criteria are the same for all teachers, however, to ensure the comparability of the results, the assessment was carried out in four job categories: professors, associate professors, senior lecturers and lecturers. Within these groups, the rating of each teacher was determined, which consisted of two components: the “P” rating, which characterizes the qualification potential accumulated during the work, and the “A” rating, which reflects the activity in the main areas of activity over the past academic year. The “P” rating provides qualification information - academic degree, academic title, honorary titles, awards, etc. Rating "A" was determined in three main areas: educational and methodological activities (degree of complexity of the teaching load, methodological support of academic disciplines, publication of textbooks, teaching aids, guidelines, development and implementation of student knowledge control tools, including electronic ones, etc.). P.); research work (training of scientific and pedagogical personnel, inventive activity, scientific publications, publication of monographs, supervision of students' research work, etc.); educational and organizational work (preparation and holding of conferences, olympiads, competitions, preparation of students for participation in various scientific and methodological events, participation in the work of commissions, councils, etc.). The absolute personal rating was determined by summing the "P" and "A" ratings.
The assessment of the quality of teachers' work was carried out on the basis of the "Questionnaire for assessing the quality of teachers' work." When developing the questionnaire, we proceeded from the fact that it should be simple and understandable for teachers, and it should be based, first of all, on obvious and generally accepted indicators. It should be emphasized that the scoring of the activity quality rating was carried out by teachers independently according to the criteria specified in the questionnaire. The results of self-diagnosis, certified by the signature of the head of the department and provided to the expert group of the Scientific and Methodological Council of the University, were the basis for the rating of the quality of the activities of university teachers in each of the indicated categories of scientific and pedagogical workers. Analysis of the rating indicators of the teaching staff is presented in tables 1 and 2.
The results of assessing the activities of teachers by category
professors | senior lecturers |
||||
Total points | maximum | ||||
minimal | |||||
average amount | |||||
Number of points for educational and methodical work | maximum | ||||
minimal | |||||
average amount | |||||
Number of points for research work | maximum | ||||
minimal | |||||
average amount | |||||
The number of points for educational and organizational work | maximum | ||||
minimal | |||||
average amount | |||||
Indicators of achieved level of qualification | maximum | ||||
minimal | |||||
average amount | |||||
Table 1 presents the overall average, maximum and minimum ratings, average, maximum, minimum ratings for the main areas of activity of teachers, as well as the spread of scores in each category of faculty. It should be noted a large spread in points in the overall ranking in the groups of professors and associate professors. Table 2 shows that in the structure of the average rating in the group of professors, research activities predominate, in the groups of associate professors and senior teachers - educational and methodological activities.
table 2
The ratio of activities in the structure of the overall average rating of teachers by category
Educational and methodical work (%) | Research work (%) | Educational and organizational work (%) | Achieved skill level (%) |
|
professors | ||||
senior lecturers |
To determine the level of the rating, the concept of "average rating" was used, which was calculated as the arithmetic mean of individual ratings for the respective groups based on the data presented by the teachers of the departments for the past academic year. The average rating is a value that can change annually depending on the number and results of individual teacher ratings. In each of the selected groups, the average rating may be different.
Table 3
Spacing Formula | Interval |
|
Above average | x< n< 1,5х | 338 < n< 507 |
Below the average | 0.5x< n < x | 169< n < 338 |
The teacher received an individual rating against the background of the group to which he belonged in the form of a table and a diagram, where it was reported under which number his rating was presented. This gave him the opportunity to compare his results with the average result of teachers who have the same official status as him, and to determine the directions and opportunities for improving the quality of his own activities (Fig. 1).
We used different ways of presenting the results of the rating assessment of the professional activities of scientific and pedagogical workers: ranked lists of teachers; scoring by type of activity; a short conclusion about the level of professional activity of the teaching staff at the department, in general for the university; detailed data on the quality of the activities of teachers at the department, etc.
Fig.1. Self-assessment of the quality of the activities of the teaching staff
The organization of assessing the quality of teachers' activities at the I.I. Mechnikov Odessa National University showed that in order to introduce the rating assessment of the professional activities of the teaching staff into the practice of the work of the VNZ, the following conditions are necessary: the readiness of the leadership of the VNZ to implement the introduction of the rating assessment of the professional activities of the teaching staff , which manifests itself in the development of organizational and management documents that allow you to start work on modeling the rating; careful development of evaluation criteria; conducting methodological seminars to train teachers, heads of departments of a higher university in the basic principles of rating assessment; development of methodological materials, which would reveal the importance of monitoring the quality of the activities of the teaching staff as a modern, evidence-based tool for managing the university and its departments.
For the future, it is planned to introduce continuous monitoring of the quality of the professional activities of the teaching staff, which will make it possible to accumulate information over the years and evaluate not only current results, but also the dynamics of the achievements of each teacher. Such monitoring will make it possible to determine the level of educational and research processes, as well as the conditions and results of training specialists and the activities of university departments, to enter into a comparative analysis, to identify trends, factors that hinder or stimulate the improvement of the quality of education at the university.
Literature:
1. Big explanatory sociological dictionary of terms [Electronic resource]. - Access mode: http://www.onlinedics.ru/slovar/soc/r/rating.html
2. Bordovskaya N.V. The quality of the activity of a university teacher: an approach to understanding and evaluation / N.V. . - St. Petersburg: Publishing House of the Russian State Pedagogical University, 2002. - Issue 7. - C.192-206.
4. Methodology for calculating the rating assessment of the activities of the faculty and departments of FGBOU VPO "Samara State Technical University" [Electronic resource]. - Access mode: mo.samgtu.ru/sites/mo.samgtu.ru/files/u3/metodika_2011.doc
Your rating: No Medium: 6.7 (20 votes)
Comments: 37
Indeed, your article is relevant for many universities. The rating assessment of students shows the activity and self-discipline of the student, from which we can draw conclusions about the competence of teachers. The article is educational. Further success.
A very interesting article. Our university (Kostroma State Agricultural Academy) has introduced a similar system for evaluating teachers and it has been working for several years. The rating system is built using the "Rating rating" configuration for "1C:Enterprise", and your experience, I think, will also be useful to take into account in our work. Fortunately, this configuration allows you to quite flexibly set up various parameters of the rating, conduct several ratings at the same time and save their results for previous years. You can read more about our experience of using the program here: http://www.rating1s.ru/description
The creation of a system of rating assessment of the quality of the work of the teaching staff at the university is considered. In the context of the reform of education, this is very much in demand. Deserves high scores. I wish you success
Dear Irina! The rating assessment of the activities of the teaching staff in universities is a hot topic of every modern university, and will not leave indifferent any teacher. The problem of creating an adaptable system of rating assessment of the quality of the work of the teaching staff at the university and the methodology you describe for ranking indicators of the performance of teachers in this regard are of particular scientific and especially practical interest. The work is promising and in demand. I wish you success beket
Good afternoon Irina! The problem you are considering is important and very painful for many universities. I would like to know the parameters by which the activities of each group of teaching staff are evaluated (are they the same). What actions will be taken after the analysis of the situation? How often do you conduct such an assessment? For what period is your data presented? Your work is very complex and multifaceted, we wish you success. Eremina I.I.
Dear Irina Ilyinichna! Thanks for your feedback. The parameters for all groups of teachers are the same, otherwise several questionnaires would have to be created. We conduct such an assessment once a year, this is an assessment of the work of teachers over the past academic year. While we want to trace the dynamics of changes in the activities of teachers, recommendations were given to departments and faculties on what they should pay attention to in their work, certain changes will be made to the questionnaire itself. Sincerely, Annenkova Irina
Dear Irina, hello! Your clearly structured article is devoted to a burning topic and, as far as you can see, left no one indifferent. If it's not difficult for you, please specify how exactly the degree of complexity of the study load is calculated in your university and how the writing of the educational and methodological complex is evaluated. (It just so happens that we all know about Japan and the island of Rhodes, but here's what's around ...). Anastasia Vladimirovna.
Dear Anastasia Vladimirovna! Thank you for your review and evaluation of the work. We defined the degree of complexity of the study load as the ratio of the number of hours of classroom load to the total number of hours of study load, multiplied by one hundred. Most likely, we will further differentiate this indicator, for example, take into account the characteristics of the student audience (classes with foreign students, the quantitative composition of the audience). Sincerely, Annenkova Irina
Dear Irina! The presence of a large number of comments in itself indicates the relevance of the topic of the report. However, in my opinion, your approach is well known, it is often used in universities in Kazakhstan, and traditionally the rating is calculated separately for teaching staff positions. At the Kazakh National Agrarian University, at one time, a rating system was introduced, in which the criterion was the degree of fulfillment of the teacher's individual plan - the main document for the current academic year. This is the first. Second: a group of experts evaluates the pedagogical skills of the teacher, with the main emphasis on the use of innovative teaching technologies by the teacher, their own methodological materials for conducting classes (presentations, handouts, etc.). Best regards, Nabi Yskak
Dear Nabi Yskak! Thank you for your comment. Our approach is really known and used by many universities, including in Ukraine. We use a cumulative system, because the individual plan by teachers, as a rule, is fulfilled and overfulfilled. Our goal, in addition to compiling a rating of teachers, was also to identify the correlation of activities in the structure of activities for each group of teachers (in our opinion, it should be specific for each group, although not strictly mandatory), as well as to organize monitoring to track the dynamics of changes in activities of the teacher, because only in this case it is possible to talk about some trends and draw some conclusions. In our opinion, the assessment of pedagogical skills by experts should be combined with the assessment of teaching activity by students, which we do, but do not yet take into account in the overall rating of a teacher. Sincerely, Annenkova Irina.
Dear Irina! You are considering the problem of creating an adaptable system of rating assessment of the quality of the work of the teaching staff at the university. Describe the methodology for ranking the performance indicators of teachers. The topic is relevant. Because there is no university where this problem is not dealt with! Thank you for the article!
The author of the article considers the issue of rating assessment of teaching staff, which is a very urgent problem in universities today. Objective qualitative and quantitative evaluation of the results of its structural divisions, faculties, departments, employees and teachers is one of the most serious, deep and acute moments of modern education. Drawing conclusions regarding the solution of this problem, the author proposes to take into account the ability and adequacy of self-assessment, the search for monitoring methods and real mechanisms for effective management. I wish you success!
Good afternoon Irina. Your article discusses the issues of teacher rating, which is now occupied by every university in Ukraine. You put forward interesting ideas regarding the rating assessment of the professional activities of the teaching staff. I would like to hear about the assessment of not only quantitative but also qualitative work of the teaching staff. What mathematical model do you use when processing your data? Your Teacher Quality Assessment Questionnaire uses obvious and commonly accepted indicators, could you please list them. Sincerely, Pyotr Sergeevich Atamanchuk.
Dear Petr Sergeevich! Thank you for your attention to my work. We will consider the qualitative assessment of the work of teachers in our future publications. The mathematical model was built on the basis that the rating of each teacher consists of four parameters, each of which has a certain number of criteria, each of which is assigned a particular score. The rating calculation model was based on the calculation of the average rating and the establishment of four rating levels relative to the average. The distribution of results was normal. Sincerely, Irina.
Dear Irina! Not a single university teacher can remain indifferent to the problem you raised. But, from our point of view, the issue of rating assessment of the teacher's activity has not yet been adequately developed either methodologically or theoretically. You correctly note that the work of a teacher belongs to the category of creative types of professional activity. Why, then, is the assessment based only on quantitative indicators? Yes, and their list is a highly debatable issue. In particular, it is very interesting to know how you assess the degree of complexity of the teaching load? And I would also like to understand what conditions are created at the university for the professional self-realization of a teacher? On the whole, you have presented your approaches convincingly, and one can feel your indifferent attitude to this problem. We wish you continued success.
Dear Irina! Thank you for your rating and wishes. Quantitative indicators allow a more objective assessment of the teacher's activities, of course, they must be used in combination with a qualitative assessment. The list of parameters and criteria for quantitative assessment, in our opinion, cannot be universal, although there should be some necessary minimum, the rest should be determined by the specifics and priorities of the university. We defined the degree of complexity of the study load as the ratio of the number of hours of classroom load to the total number of hours of study load, multiplied by one hundred. We will tell about the conditions for professional self-realization of a teacher in further publications. Sincerely, Irina
Dear Mrs. Irina! The problem you raised of monitoring the quality of the professional activities of the teaching staff is relevant, but new! But at the same time it is contradictory and debatable and did not arouse a certain interest in me. I would like to ask: 1) by what method did you calculate and what is the basis for the indicators of the general average, maximum and minimum ratings, indicators of the average, maximum, minimum ratings in the main areas of activity of teachers, as well as indicators of the spread of points in each category of faculty. 2) what conditions for the effective implementation of the system of rating assessment of the quality of the work of the faculty of the university do you rely on in your report. 3) what exactly gives, in your opinion, a rating to a teacher, department, faculty, university? One is rated higher, the other is lower! Salary as it was, and is! The level of professional training of the one who is in the tail - as it was, and remains; he worked as a teacher - and he works, since it is impossible to fire him, you have no right to transfer him to another position, etc. Are we not deceiving ourselves with these ratings - we do it because we need to do something, and the result is ZERO! Sincerely, prof. V. Ruden, Lviv
Dear Vasily Vladimirovich! Thanks for your feedback on my article. I, nevertheless, hope that she did not leave you indifferent, otherwise there would not be so many questions. To calculate the rating, we used an accumulative points system, we did not limit the maximum and minimum limits, we also did not introduce weight coefficients yet. We believe that the weighting coefficients should be different not only for each university, but also for each category of teachers. As for the effectiveness of the rating, this is one of the ways to assess the performance of a teacher, which allows him to evaluate his place among other teachers. In itself, it is not bad or good, it all depends on how we treat it, and what conclusions we draw from the results obtained. Monitoring the quality of teachers' activities makes it possible to identify strengths and weaknesses in the management and organization of the university's activities and serves as the basis for making managerial decisions, including regarding the motivation of teachers' activities, and this is not only salary. In addition, much depends on the will and readiness of the university management to make appropriate management decisions. If the dean of the faculty or the head of the department formally refers to the conduct of rating assessment, they are not interested in learning more detailed results, then of course, the effectiveness will be zero. Sincerely, Annenkova Irina.
The teaching staff is the hallmark of any higher education institution. In order for innovative technologies to be introduced at the university, teachers must have not only a high intellectual level, but also a desire to develop and improve their practical skills and abilities. That is why the Ministry of Education decided to modernize Russian higher education.
The demands of the time
The teaching staff of the university should develop educational and methodological materials, taking into account modern realities. Manuals, textbooks, tests, various methodological materials, on which they will give lectures to students, conduct practical classes, are approved by the rector of the higher educational institution. The teaching staff should have their own publications in scientific journals, newspapers. The material can be the results of scientific research, diagnostics, analytical experiments.
The composition of the department
In the structure of the teaching staff of any classical department at a university, there must be a head (immediate head of the department), as well as his deputies for scientific and educational work. In addition, a certain teaching staff is expected, and the head of the teaching and methodological office is also appointed. The department should provide the teaching of those scientific disciplines that are considered core for it. Education should be organized in full-time, part-time, as well as part-time, full-time and shortened training programs that fully comply with the basic educational levels of specialties within the framework of the new federal educational standards created for higher education.
Features of modern teaching
In connection with the development and implementation of federal educational standards in higher education, the structure of the educational process has changed significantly. If earlier the teaching staff acted as the main lecturer, leading a monologue during classes, then according to the new requirements, training should be based on a dialogue between the student and the teacher.
Tutoring
The teaching staff now acts in higher education as tutors who accompany students who develop according to individual educational technologies. Particular attention is currently given to design and research work with students. In addition to lectures, professors also conduct laboratory workshops, identifying talented and gifted students with whom they conduct individual work.
Modern technologies used in the domestic higher education pose new challenges for the teaching staff, in addition, they impose additional requirements on them.
For example, professors conduct remote classes, give lectures to those students who, for various reasons, cannot attend regular daytime classes. Prompt individual communication between a student and a teacher using innovative computer technologies is the basis for successful learning in the framework of DOT.
Methodology for determining the effectiveness of the university
The teaching staff of the university undergoes special qualification tests, the results of which confirm the high level of professionalism of each teacher. In addition, at present there is a special methodology developed within the framework of new standards for testing the level of knowledge of higher education graduates. It is these results that are considered reliable and adequately reflect the quality of education, the level of professionalism of the teaching staff. In educational institutions there is time that is devoted to the study of certain disciplines. Regardless of what pedagogical technology the professor uses in his work, or this indicator is used to calculate the main workload of teachers.
Job Options
What is the teaching staff? The positions classified as teaching staff in each higher education institution are determined depending on the Charter and internal regulations. But in any case, professors of specialized or related sciences, candidates, associate professors teach at each department in a prestigious university.
The percentage depends on the prestige of the educational institution, its material base. The replacement of the teaching staff is carried out only by order of the rector of the educational institution, if there are good reasons for this. The number of teachers is determined by the number of groups, hours allotted for the study of the academic discipline.
Innovation in Higher Education
After the introduction of distance technologies in higher education, problems began to arise related to the acquisition of teaching staff. The professionalism and competence of the teaching faculty has a serious impact on students in higher education. When evaluating the effectiveness of teaching activities, it is possible to ensure the full-fledged operation of the system for monitoring and managing the quality of education, to control human resources, to analyze the effectiveness of load distribution, to identify and develop new pedagogical methods in the activities of the teaching staff.
New trends in higher education
In order to carry out the modernization of Russian higher education, to effectively introduce new federal educational standards at this stage, the situation in the teaching staff was analyzed, and the requirements that should be imposed on employees of higher educational institutions were determined.
The quality of training of masters, bachelors, specialists affects the state of the country's economy, therefore it was introduced in higher education. Currently, spatial formulations are used that characterize a teacher of the highest level of education.
Among the most important tasks assigned to university rectors, we note the requirement to make managerial decisions regarding personnel, financial, and organizational policies.
Monitoring of teaching staff
At the moment, an automated rating system is being developed that will analyze the level of the teaching staff. Some universities are already using its elements, allowing the rector to conduct personnel and financial policies. What should be taken into account when determining the professionalism of professors and candidates of science lecturing future masters and bachelors?
Among the many parameters, first of all, we note:
- academic title (scientific degree);
- membership in various scientific academies;
- industry awards;
- premiums;
- presence in the academic council of the faculty, the dissertation committee;
- membership in foreign societies, editorial boards of specialized journals.
Indicators for determining the quality of a teacher's work are determined based on the results of examination sessions, the results of student internships, the defense of term papers, the number of student publications, and methodological work.
Taking into account a large number of criteria, multi-level nature, different significance of indicators, each individual higher educational institution of the Russian Federation forms its own provisions, which determine the effectiveness and efficiency of the teaching staff.
Conclusion
In connection with the transition to new standards, serious reforms are taking place in Russian higher education. They concern not only the transfer of students to two study options: undergraduate and graduate. Significant changes are observed in the teaching staff. The introduction will lead to the inevitable renewal (rejuvenation) of teachers in higher educational institutions. At the moment, about 75 percent of professors who are over 60 years of age teach at Russian universities. Of course, transformations are needed, but each department carefully preserves traditions and tries to use to the maximum the creative potential of high-quality specialists who have the “old school”.
With regard to education management systems, two main approaches are being developed: the first is based on building a hierarchy of system functions and presenting the main results in the form of a “quality pyramid”; the second one is based on the use of the GOST R ISO 9000, 9001, 9004 group of standards. the quality of teaching in higher education institutions. In accordance with the Regulations on the intra-university quality management system for training specialists, it is necessary to monitor both the general competence of teaching staff and the level of implementation of the competency-based approach in teaching students as an indicator of the quality of education.
The role of the teaching staff of universities in ensuring the quality of education
An analysis of existing approaches has shown that the term “quality of education” is mainly understood as the degree (measure) of compliance of a certain set of characteristics of education (as a system, process and result) with established, assumed or mandatory needs (expectations). On this basis, education quality management is an impact on it as a system (process, result) in order to transfer a certain set of characteristics from a known initial state to a required final state. Two aspects of quality in education can be considered. The first characterizes the competencies of university graduates in accordance with the requests of customers and the requirements of state standards. The second reflects the systemic capabilities to ensure the qualification characteristics of graduates and implies that the quality of the results is determined by the quality of the processes and resources of the university. And if earlier the first aspect prevailed, now the role of the second is rapidly increasing.
The education system implemented in a separate university, being inertial and having deferred consequences from impacts, should strive to adequately predict its development and prevent the occurrence of processes that reduce the quality of its functioning. In the structure of the education system, a triad can be distinguished: subject-instrument-object. The subject is the leaders of the educational institution, as decision makers. As a tool, we will consider the teaching staff, and the object will be students studying at the university. The main tasks of ensuring the quality of higher education include the compliance of the teaching staff (TS) of universities with modern requirements for teaching. Whatever reforms are carried out in the educational environment, they focus on the teacher as a performer. The level of pedagogical personnel potential is used to judge the quality of the activities of the university; at the same time, it is one of the main objects of management in the context of the modernization of higher education.
According to the university structure that has developed in Russia, teachers are divided into departments with the assignment of disciplines and training assignments that correspond to their qualifications, and have the opportunity to periodically take advanced training courses and improve themselves. The university also guarantees that in case of hiring new employees, they will have a high level of professional knowledge and the necessary range of competencies. Of course, most teachers have full knowledge in the subject area, the necessary skills and experience to effectively transfer knowledge to students as part of the educational process. However, the success of the professional activity of a teacher of higher education is due not only to subject knowledge, but also to a certain level of general cultural competencies, the ratio of personal psychological factors that act as components of a single system of his activity. From the point of view of V.I. Slobodchikov, a professional is able not only to implement an activity, but also “to reflect its foundations and means in the fullness of its normative structure”. Professional self-realization is connected with the social life of a teacher, which is largely determined by his qualifications and professional experience. Among the reasons affecting the decrease in the level of personal and professional development, one can indicate:
- lack of ability to predict one's own behavior;
- low self-responsibility;
- inability to make decisions adequate to the situation;
- disinterest in the results of their activities.
The resolution of these crises lies in the mobilization abilities of the teacher, his volitional qualities, value orientations, competent response to situations in pedagogical activity, and the ability to make adjustments to everyday practice. The effectiveness of pedagogical activity depends on the psychological characteristics of the teacher, his values and value priorities that determine the axiological and acmeological aspects of his professionalism.
Management system for the development of professionalism of the teaching staff of universities
In this regard, it is necessary to build a consistent control system. First of all, to give the ability to flexible, proactive response to existing and future needs of education. Secondly, enhancing the role of university science in fundamental and applied research in close connection with the advanced training of the teaching staff. Thirdly, to match the level of teaching staff to the content of the educational standards of new generations that require adaptation to the modern specifics of graduate training.
In modern psychology and pedagogy, research is being carried out to study the characteristics of a teacher as a subject of professional activity. According to L.M. Mitina, the low level of self-awareness determines the situational type of behavior of the teacher, in which material values prevail, and motives function in a single way and do not create a single direction in actions. This predetermines a passive, non-independent, adaptive professional position. A high level of self-consciousness provides such a personal type of behavior in which the teacher consciously relates to his internal and external motives, accepts and rejects them already as his own motives for behavior and activity. It is worth paying attention to the fact that the problems associated with the definition and justification of ways to develop and support the professionalization of the teacher, as the most important component of pedagogical activity, have not been studied enough. Scientific research is mainly focused on the training of future teachers or the development of professional competencies to work with certain categories of students. At the same time, the results of sociological surveys found that a significant number of teachers have a fuzzy understanding of trends in pedagogy, do not own the technologies for creating and applying modern methods to ensure educational results in the format of competencies.
The implementation of the results of pedagogical research involves: adequate formulation and conduct of pedagogical experiments, special familiarization of practitioners with the data obtained, development on this basis of the need to apply scientific results in practice. This is possible under the condition of specially organized training in the methods and techniques for implementing scientific recommendations with operational, methodological, and advisory assistance from specialists. The introduction of new forms, methods, pedagogical technologies requires a clear understanding of how to master and accompany them. Taking into account the fact that a significant part of the teaching staff of higher educational institutions (especially non-pedagogical ones) does not have a special pedagogical education, it is an important task of managing a modern university to form, develop and update their activities to the fullest extent.
Failures and shortcomings in the activities of teachers are often associated with unpreparedness. This is largely due to the lack of awareness of the importance of pedagogical competence among the majority of teaching staff. But the development of the professional competence of a teacher can be considered as one of the important conditions of education. The readiness of the teacher for modern educational activities includes the development of the necessary personal qualities, such as - great working capacity, the ability to withstand the action of strong stimuli, high emotional status, readiness for creativity, as well as special ones - knowledge of new technologies, mastering new teaching methods, the ability to develop, analyze them. and identify shortcomings. However, most of the day-to-day work activities are formal. This is due to a number of reasons:
- the habitual formation of the environment of one's activities in the traditional mode with at the same time a low degree of readiness for changes;
- lack of motivation;
- the impossibility to determine the priority direction (“spraying” in different directions), which means the absence of a tangible result.
A rational choice of pedagogical interaction with students requires not only an assessment of the possible usefulness, but also an analysis of the internal conditions for implementation, as well as a forecast of how the innovation will fit into the pedagogical system of the university. For many teachers, the improvement of pedagogical qualification causes incomplete understanding, difficulties and, as a result, denial. Some people need psychological support; some teachers would not refuse individual consultations of teachers-practitioners, participation in seminars; many are willing to take advanced training in this area. A positive value may be the desire to avoid a negative assessment during certification, election to a position, as well as some other moral and material incentives. Without denying the dominant role of internal motives, one should not underestimate the role of motives associated with external stimuli. Among them, we note the approval of colleagues, the interest of the leaders of the university and its departments.
Monitoring of the pedagogical activity of the teaching staff of universities
The teaching staff by representatives of the quality management service of the university can be focused on two groups of indicators: the qualification characteristics of each teacher and the quality of the training session. In order to obtain a teacher's qualification characteristics, informative features for different categories of teachers, reflecting their professionalism levels, have been identified and systematized. These signs form the basis for calculating the rating score, which makes it possible to objectively justify the individual choice of a training program. The rating assessment is a generalized conclusion about the results of the teacher's activities based on qualitative and quantitative analysis. The term "rating assessment" refers to the place of an object in the classification based on some attribute. Methodologically, there are two main approaches to the construction of complex rating estimates: basic statistical and expert. When constructing the evaluation system at its various stages, both methods were used. To determine the rating of professionalism of teaching staff, the type “ordered rating” was chosen, the class was expert and the method of “reference object” or “distance method” was applied, since it is based on the idea of determining the distance from each object of the studied population to the “reference” one.
- The initial data are represented by a matrix, where the numbers of indicators are written in rows ( i= 1,…, n), and according to the columns - the numbers of the objects of the teaching staff personalities ( j= 1, .., m).
- A "reference object" is being formed. For example, for each of P of the selected indicators is the maximum value.
- The initial data of the matrix ( aij) are standardized in relation to the corresponding “reference object” indicator.
- For each analyzed object, the rating value is determined by the formula:
where (i) - numbers of private indicators , (j) — number of the appraised object , Xij— standardized i-e status indicators jth object.
- The object with the lowest value has the best rating ρ (i.e. the object, the indicators of which are closest to the selected standard).
Preparation for an ordered ranking involves a set of indicators (or groups of indicators) that are subject to peer review. Particular indicators that determine the professionalism of teaching staff are:
- scientific publications on education, published in peer-reviewed collections, according to the list of RSCI and HAC;
- practice-oriented publications on educational methods, methods and technologies, funds of assessment tools, as well as ways to implement them in the educational process;
- participation in scientifically practical and methodical seminars, conferences, etc. different levels;
- knowledge of the innovative component in pedagogy know "z"
- practical application of modern teaching methods use "P"(source: examination of the developed teaching materials for the relevant selected sections and positions);
- science-based author's pedagogical developments of methods, methods and technologies, evaluation tools I develop myself "R"(source: examination of the developed teaching materials for the relevant selected sections and positions);
- results of pedagogical experiments on the introduction of innovations in the educational process implement "in » (source: reports and acts of conducting pedagogical experiments within the department);
- replication and popularization of proven effective copyright developments among teachers both within the department and among other departments and faculties replicate (distribute) "T » (source: reports and acts of implementation).
An analysis of the range of rating values allows for an additional classification and identification of three categories of teaching staff to determine the level of advanced training programs. Category 1 - introductory level can be recommended to teachers with a rating of "6-7", category 2 - a basic level of for rating values from "3 to 5", category 3- advanced, with a rating of "2 or 1". Indicators of the development of professionalism is the increment in the level of individual rating over a number of years after undergoing advanced training, which is reflected in a specialized database of the personnel department. Professional development programs for teaching staff should be adapted to different levels of professionalization of teachers (according to ratings), which will provide an opportunity for variability, both for students in advanced training programs and for teachers conducting these classes.
The experience of a number of universities has shown that student surveys are a fairly effective way to assess the quality of teaching. This method includes an algorithm for conducting a survey; the procedure for validating questionnaires by the method of group expert assessments; mathematical and statistical processing of the survey results; a set of ethical requirements for the procedures for evaluating the activities of a teacher. The questionnaire technique allows to identify the increasing attention of students to the establishment of teacher-student relationships, as well as to track the dynamics of trends (increase, decrease) in each subsequent course of the number of students satisfied (dissatisfied) with the teacher's activities to promote the growth of educational achievements. One of the questions of the questionnaire characterizes the desire of the student to work with this teacher in the future. The authors of this technique note that, despite the high assessment of the pedagogical activity of the teacher, many of the students surveyed rated further cooperation with a score of 0, that is, while appreciating the professional qualities, the personal qualities of the teacher do not fully satisfy them. Of course, each student can think whatever he wants and answer the questions as he sees fit, but if certain moods are traced during the analysis of the questionnaires, then this can already characterize the quality of pedagogical activity. Teachers who received a low score do not always agree with this conclusion. They try to blame the students (they don’t want to study, they are engaged in extraneous affairs, they are not sufficiently educated ...) and the conditions in which they sometimes have to work (cramped audience, low salary, there is no possibility of using TCO).
The application of student survey methods should take into account the academic activity and personal viability of students. Those with a large number of absences from classes cannot be objective in their assessments, and, therefore, either should be excluded from the number of respondents, or their assessments should be taken into account with a reduced weight coefficient. It should also be taken into account that students, being a single object in the educational system, differ significantly in their basic knowledge, career aspirations, and life experience. Each of them creates "filters" through which he perceives education as a whole.
Is the assessment obtained objective? Does it reflect the true state of things? There are no unambiguous answers to these questions. Each higher education institution, implementing its own quality management programs, uses its own assessment methods. Keeping in mind that after all, it is the student who is the main link in the educational process, the object to which the education system is directed, it is advisable to conduct a wider survey in order to identify their opinions about the quality of teaching and educational activities of teachers using methods such as "Teacher through the eyes of a student". But it is extremely important to understand that when using such technologies in assessing the professional activities of teaching staff, it is necessary to be guided by a number of rules.
- The student should not only evaluate the activities of the teacher, but consider the teacher in interaction with himself, as a participant in an indivisible educational process.
- An expert can be a competent, correct, restrained person with high moral and ethical qualities, able to conduct a conversation, to convince.
- It is necessary to psychologically prepare the teacher for the survey, so that he understands that he is being evaluated not just as a person, but as an element of the education system, despite the fact that there cannot be a teacher without individual, special, personal qualities. One is superimposed on the other and a certain type of professional appearance is formed.
- To assist in the desire of each teacher for self-assessment, assessment of colleagues and students (this is not a one-day task). To form in the faculty a desire for a positive change in their activities (I compare myself today with myself yesterday and evaluate my achievements).
- Transformation of information obtained as a result of the survey:
- the head of the unit should know the existing trends, but it is not at all necessary to acquaint him with all the results obtained;
- the teacher is presented with the positive directions of his work and in a conversation, in a reasonable form, offers to discuss issues related to the problems that have arisen, only indirectly speaking about them.
In the quality management system of education at the university, the designated procedures (rating assessment and questioning) reveal the compliance of the mode of functioning of the university and the development of the processes taking place in it with the adopted management decisions. Control provides systematized information, shows the discrepancy between the goal and the achieved result. We note the main tasks of control:
- expert analytical assessment of the results achieved and the formulation of relevant conclusions for the work on regulating the process of educational activities;
- assessment of all participants in the educational process, their specific results and formulation of recommendations for correcting the activities of the team;
- formation of direct and feedback channels to inform and stimulate participants in the educational process.
The system of advanced training of teaching staff, aimed at developing the potential of the teaching staff of the university, should include:
- continuity in the development of the professional qualities of teaching staff, the implementation of training in various forms (master class, pedagogical workshop, open seminar, individual and group forms of creative dialogue, participation in scientific and practical conferences);
- organizational and methodological support for pedagogical innovations;
- the use of a decentralized decision-making structure, the transfer of their significant part of the decisions on teaching activities to the departments with the proper division of rights and responsibilities;
- development and consistent implementation of adequate forms and methods for stimulating the scientific and pedagogical growth of teaching staff.
Conclusion
The essential conditions for effective quality management in a university are systematic monitoring and analysis of objective data at all hierarchical levels, since the management process can be effective only if there is a stable feedback that provides reliable information about the state of all subsystems and processes. The functioning of the educational process management system at the university level will ensure the transition from the analysis of specific problems to a broader view of the quality of education, which expands the possibilities of forecasting and allows you to work out preventive measures in a timely manner. This will make it possible to transfer the management process in education from the operational to the strategic level.
Standard 5 "Teaching staff
and teaching effectiveness
Teachers are the main resource of the educational process, available to most students. It is important that they have full knowledge and understanding of the subject being taught, the necessary skills and experience to effectively transfer knowledge to students as part of the educational process.
The university must show that it has a faculty in accordance with the qualification requirements for licensing educational activities, and ensure that teachers have full knowledge and possess modern teaching methods, the necessary skills and experience to effectively transfer knowledge to students as part of the educational process, and also for feedback.
During the evaluation, documents are analyzed that define rights and responsibilities, teaching load, criteria for appointment and increase of teaching staff, and a general assessment of their activities.
The staff of the teaching staff can be supplemented by personnel employed partially, temporarily on a contract basis.
The university must guarantee the qualification level of the teaching staff in accordance with the position held and the direction of scientific training in the relevant field of knowledge.
The evaluation of faculty and teaching effectiveness in the self-assessment report is carried out according to the following criteria
ü indicators on the qualitative composition of teaching staff, categories of teaching staff for the last 5 years (full-time teaching staff, foreign teachers, part-time teaching staff, specialists from relevant sectors of the economy);
ü mechanisms and criteria for a systematic assessment of the competence of teachers by the university administration, assessment of the effectiveness of the quality of teaching (open classes, mutual visits to classes, student surveys, etc.);
ü availability of requirements for the teaching staff for the development of courses and curricula, teaching and research;
ü individual work plans of the teaching staff (the work of the teaching staff, including teaching, methodological, research, educational work, educational supervision, counseling and social activities that correspond to the mission, goals and objectives of the university);
ü faculty reports on the implementation of individual plans for the last five years, including a list of scientific, educational and methodological works and publications;
ü availability of a system of advanced training and professional development;
ü availability of policies and procedures for maintaining professional standards and ethics, ensuring the quality of teaching;
ü the presence of appropriate motivation for teaching staff and staff, stimulating the effective achievement of goals;
ü availability of a system of incentives for teachers and staff for high pedagogical skills, scientific results and dedication;
ü cultivation and development of a corporate culture of quality;
ü participation of teaching staff in the life of society (the role of teaching staff in the education system, in the development of science, the region, the creation of a cultural environment, participation in exhibitions, creative competitions, charity programs, etc.).
When preparing a report for standard 5, it is necessary to analyze the personnel potential based on the alignment of personnel policy with the strategy and goals of the university, with policies and plans in the field of ensuring the quality of training of specialists. The self-assessment report should include the following:
1) The results of the analysis of changes in the personnel composition over the past 3 years in terms of the number of teaching staff with whom individual labor contracts and contracts have been concluded, indicating the conditions of work and employment, individually for departments, faculties and in general for the university. Fill in table 1. Quantitative and qualitative composition of teaching staff.
Supporting documents: personal cards of teaching staff in the personnel department, individual labor contracts, materials of competition commissions, etc.
2) Demonstrate the presence in the university of an institutional management policy and procedure in relation to teaching staff and staff: describe the recruitment procedure (by competition, by contract); promotion, incentives, reductions, dismissals, familiarization of personnel with the rights and obligations, including job descriptions. Staff turnover, causes. Awareness of the teaching staff and staff of the institutional management policy and procedure in relation to the teaching staff.
Supporting documents: Regulations on teaching staff, Regulations on incentives
(bonuses and promotions), the procedure for hiring teaching staff or management
Supporting documents: faculty reports, individual work plans of the teacher. Resume of teachers indicating the education and qualifications received, academic degrees and titles, a list of scientific publications, educational and methodological developments, methodological and teaching aids for the last 5 years). In addition, the summary should include a list of advanced training courses, participation in scientific and methodological conferences.
7) Demonstrate the existence of a system for advanced training and professional development of teaching staff and university staff. The presence of a structural unit for advanced training and retraining of personnel. Submit a plan and program of work to improve the skills of teaching staff and university staff, including on quality management issues. Conduct an analysis of the effectiveness of advanced training, its impact on the competence of teachers and the quality of the educational process (the last 5 years). Advanced training abroad, in the leading republican centers of advanced training. Organization of training seminars at the university, development of the abilities of teachers and staff, the ability to work in a group of employees from various departments; ensuring the continuity of training of teachers and staff; teaching pedagogical innovations, methods of psychological interaction in a professional group.
Supporting documents: provisions on advanced training, plan, program for advanced training of teaching staff and staff. Copies of orders, reports of teachers and staff who have undergone advanced training. Place the results in table 3. Professional development of teaching staff and staff
8) Demonstrate the existence of policies and procedures for ensuring professional standards and ethics, ensuring the quality of teaching. What measures are taken at the university to ensure compliance with the professional standards and ethics of the teacher? What public body of the university exercises the functions of monitoring compliance with norms and ethics (conflict resolution commission, etc.). To identify the level of compliance with professional standards and ethics by teachers. Supporting documents: policy or procedure for ensuring professional standards and ethics, regulations on the public commission of the university for the prevention of offenses, the results of a student survey to identify the level of professional standards and ethics of teachers (Questionnaire 1).
9) Demonstrate the presence in the university of a system of incentives for teachers and staff for high pedagogical skills, scientific results, dedication: describe the methods and forms of encouragement (holding competitions for the title of "Best Teacher of the Year", "Best Curator", etc.), their reflection in documents; objectivity, consistency, transparency, publicity. Supporting documents: regulation or procedure of the incentive system for teachers and employees, orders for encouragement, extracts of protocols (of departments, faculties, Academic Council) on recommendations for nominating candidates for the title of "Best University Teacher", certificates of awarding the state grant "Best University Teacher".
10. Describe the process of cultivation and development of a corporate culture of quality in your university: criteria, levels, factors, indicators, traditions that unite the people of your university, including students. How is the "spirit of corporatism in the university" achieved - involvement in the common cause, interest, devotion of the employee to the university? How the university builds its reputation, creates an image (professionalism of the management and teaching staff, prospects for the development of the university, demand for graduates, attitudes of university staff towards students, external and internal design of the university, work with the media), etc. Supporting documents: the results of a survey of students, employees of educational structures, potential clients and employers, evidence of the involvement of students in the self-government system of the university, etc.
12. Describe the participation of the teaching staff in the life of society: the role of the teaching staff of your university in the education system, the development of science, the creation of the cultural environment of the region, region, republic, etc. Demonstrate participation in exhibitions, creative competitions, charity programs, promotion of social and cultural activity of teachers , employees and trainees. To analyze how intense and varied the contacts of teachers are?
Supporting documents: university reports, certificates, diplomas, reviews about the educational, scientific and social functions of the university in the media, etc.
Appendix to standard 5 "Teaching staff and teaching effectiveness"
Table 1
Quantitative and qualitative composition of the teaching staff
200_-200_ account G.
Specialty code | Name of specialty | Total teaching staff / of which full-time | Admitted to the university | Doctors of sciences, professors / of which are full-time | Candidates of Sciences, Associate Professors / of which are full-time | % with academic degrees and titles / of which the state. | Sov-mes-ti-tel | hourly | Members of the national Academy of Sciences | PPP with basic education | Staffing of teaching staff by state. rasp. in % | Experience of scientific and pedagogical work | Average age of teaching staff |
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by competition | on a contract basis | with academic degrees and titles | Over 15 years | Over 50 years / including pension |
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Total for the university: |
Note. Fill in the tables for the last 5 years by academic year.
table 2
/by type of occupation/
Department name | 200-200_ account G. | 200-200_ account G. | 200-200_ account G. | 200-200_ account G. | 200-200_ account G. |
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Including aud. | Including aud. | Including aud. | Total, cha. | Including aud. | Including aud. |
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Total for the university: |
Note: data are given for the average annual load on
1 teacher of the department
Table 3
Professional development of teaching staff and staff
Academic years | Number of advanced training courses, people |
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Total PPP | Total staff | Passed advanced training in leading universities, enterprises, organizations |
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staff |
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Sample survey scheme
Questionnaire 1
The teacher through the eyes of a student
Dear student. The purpose of this study is to determine the level of faculty and teaching effectiveness in your university, as well as to identify the level of professional standards and ethics of teachers.
Please be sure to answer all questions objectively, as your answers will serve as an empirical basis for improving the quality management system of education.
The questionnaire is designed to study the quality and effectiveness of teaching and the level of professional standards and ethics of a particular teacher
1. Full name teacher
2. Teaching discipline
3. What course are you taking?
1) First 2) Second 3) Third 4) Fourth 5) Fifth
4 Your gender :
1) Male 2) Female
5. Faculty / Specialty
6. What is the quality of writing work programs, Syllabuses, EMCD, methodological recommendations for SIW, etc.
1) Excellent, everything is very clear
2) Good
3) Not quite clear
4) Lots of mistakes or typos
6) You can't figure it out on your own
7. What, in your opinion, is the level of competence of the teacher in the subject, in the relevant theoretical disciplines, areas of professional activity.
1) very high
2) high
3) medium
1) excellent
2) good
3) medium
5) very low
9. What is the degree of dependence of the teacher on notes and notes.
1) use throughout the lesson
2) uses only when getting acquainted with the questions of the topic
3) does not use
10. Indicate the level of the teacher's communication skills (pedagogical tact, the ability to establish pedagogically appropriate relationships with students, empathy, emotionality, etc.).
1) tactful, always listens to the end
2) tactful, but does not always listen to the student's opinion
3) tactless, can scream
5) lack of tact
11. How diverse are the methods and means of teaching used by him, the use of techniques for activating the cognitive activity of students. The ability of the teacher to restructure the material for different types of perception, to manage learning activities and the working mood of students.
1) all classes are the same
2) classes are varied
3) very interesting conducts classes
4) I visit the teacher's classes with pleasure
5) attend classes for the sake of attending
12. Use of visual aids and technical means. The quality of the writing on the board.
1) If necessary, IT technologies, interactive tools, visualizations are used
2) Not used
13. What is the level of involvement of students in the work in the classroom of the teacher
1) high (active). Inclusion of students in the discussion of questions posed by the teacher, their manifestation of initiative (raising questions to the teacher, etc.);
2) medium (performing). Keeping notes, answering questions of a reproductive nature;
3) low (passive). Lack of educational activities, non-involvement in work.
14. What is the discipline and attendance of students in the teacher's classes
1) good discipline and attendance
2) more often good
4) more often bad
15. Does the teacher involve students in research work?
16. Is it possible to express dissatisfaction with the quality of teaching, what will be the reaction from the teacher
1) yes, normal
2) no, there may be problems later
17. How do you think the teacher evaluates students' knowledge
1) objectively
2) biased
Questionnaire 2
Satisfaction of teaching staff with the university
Dear teacher! Please fill out this questionnaire. The purpose of this study is to determine the degree of satisfaction of teaching staff with working conditions, features of the advanced training system, information services, etc. This indicator in its content is not so much quantitative as qualitative in nature and should reflect both the material and financial security of the professional activities of teachers, labor protection and health , and the psychological aspects of the activities of the teaching staff (the motivation of teachers, their attitudes, the moral and psychological climate in the university and its divisions, etc.).
Please be sure to answer all questions objectively, as your answers will serve as an empirical basis for improving the management system of your university.
9. How objective are the results of certification of teachers. Do you trust the attestation commission of the university.
1) no special claims
2) yes, absolutely objective
3) do not trust, are not objective
4) they are not objective to everyone, I trust 50-60%
5) another opinion (what exactly?) ______________________
10. Are you satisfied with the distribution of the teaching load at the department in the context of types of classes
1) yes 2) no 3) not always
11. Are you involved in the preparation of educational work programs of the specialty? Do you think it's necessary?
1) yes, I think it is very useful for improving the quality of the educational process
2) no, I don't think it's necessary
3) in some cases it is necessary
4) another opinion (what exactly?) ______________________
12. How often do you improve your qualifications with the participation of the university?
1) at my discretion 2) once every 3 years 3) once every 5 years
4) at the discretion of the university administration
13. Do you think the university adequately evaluates your contribution to raising the image of the university?
1) yes 2) no 3) not always
14. Are you satisfied with the social support of teachers by the university?
1) yes 2) no 3) not always
15. Is there a concept of “team”, “corporate spirit” in the university staff?
1) yes 2) no
16. Are you satisfied with the participation of the university in the research work of the teaching staff (when defending degrees, publishing textbooks, methodological developments)?
1) yes 2) no 3) university participation is not for everyone
17. How is the administration of the university assessing the initiative of the participation of a teacher in the life of society: region, city, region, republic (in the education system, creating a cultural environment, participation in creative competitions and exhibitions, charity programs)
1) positive, taken into account when rewarding
2) negative
3) not evaluated at all
18. How does the administration treat teachers' complaints about working conditions and wages?
1) Normal, without nervousness explains everything
2) irritable
3) Don't care
19. How do you assess the psychological climate in the staff of your university?
20. If you had the opportunity to change jobs, would you choose this university again?
1) Yes 2) No 3) I don't know.
Thank you for participating in the survey!
