The Processes of Bureaucratization and Debureaucratization of Teachers’ Work and Their Influence on the Quality of Teachers’ Professional Activity: Sociological Project Results

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Abstract

Introduction. The article for the first time structures the types of additional responsibilities of teachers, not underpinned by local regulations. The proposals for debureaucratization of the educational process in secondary schools are generalized. The aim of the study is to reveal the impact of bureaucratic burden on the social feeling of teachers of general secondary education facilities, the quality of their professional activities and to develop proposals for debureaucratization of teachers’ work.
Materials and Methods. A survey of managers and teachers of educational institutions covered more than 3,000 respondents. As additional sources for the interpretation of the data, we used the methods of group interviews (two focus groups conducted among rural teachers), as well as a secondary analysis of data from the international study of the educational environment and working conditions of secondary school teachers (TALIS), conducted in 48 countries, including Russia.
Results. The study broadened the idea of the impact of bureaucratization of the education system on the quality of professional activity and the social well-being of teachers. Intensification of bureaucratization of teacher work is attributed, on the one hand, to the extensive growth of additional types of work, and on the other, to the low legal awareness of teachers of educational institutions. Working with reporting documentation takes up to 90 % of the working time free from paid teaching ho urs, which practically does not leave time for the implementation of part of the pedagogical load associated with methodological, organizational and consulting activities. The study identifies activities that, according to respondents, contribute to the debureaucratization of teachers’ work.
Discussion and Conclusion. The article is of interest to teachers and heads of educational organizations, regional educational authorities, and scientists, researching i nto educational problems.

About the authors

Sergey V. Polutin

National Research Mordovia State University

Email: polutin.sergei@yandex.ru
ORCID iD: 0000-0003-0399-4154
ResearcherId: A-9592-2017

, Head of Chair of Sociology and Social Work

Russian Federation, 68 Bolshevistskaya St., Saransk 430005

Yulia V. Manannikova

Institute for Regional Development of the Penza Region

Author for correspondence.
Email: konsalt-m@list.ru
ORCID iD: 0000-0003-1990-3499

Director of the Center for Monitoring Studies of Education Quality, Ph.D. (Sociology), Associate Professor

Russian Federation, 40 Popov St., Penza 440049

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