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Kasatkina N.P., Shumkova N.V. [Professional commitment of teachers in modern Russian school] World of Science. Series: Sociology, Philology, Cultural Studies, 2019, Vol. 10, No. 4. Available at: https://sfk-mn.ru/PDF/45SCSK419.pdf (in Russian).

Professional commitment of teachers in modern Russian school

Kasatkina Natalya Petrovna
Scientific center of social-economic monitoring state institution, Saransk, Russia
E-mail: kasatkina-rri@mail.ru

Shumkova Natalya Viktorovna
Scientific center of social-economic monitoring state institution, Saransk, Russia
E-mail: niiregion@mail.ru

Abstract. Under conditions of increasing requirements from the state and society to the functioning of modern school education, an examination of teachers’ professional commitment as a factor of sustainability and efficiency of this socio-professional group is of special importance. The objective of the article is to reveal the structure and predictors of the commitment to the profession of a teacher of the general secondary school. The empirical base of the study is the results of questioning school teachers in the Republic of Mordovia (autumn to winter 2019; n = 840; target sampling, zoning sampling technique, quota sampling by type of educational institution). The three-component model of teachers’ commitment is presented, where the share of teachers with affective commitment is 25 %; normative commitment, 41 %; and continuance commitment, 25 %. The crisis commitment to leaving the profession has been found in 9 % of schoolteachers. Predictors of each of these categories of commitment are described, including years of work in school; motives of the professional choice; prevailing values; and the level of social and professional satisfaction. Age and gender specificities of representatives of all identified categories are described. It is concluded that the professional commitment of the teachers has a non-sustainable nature and demands measures to stimulate internal professional motivation (which is related to the content of the activity, rather than to external circumstances). The research results provide a better understanding of professional commitment and can be useful in developing support programs for school teachers at the federal and regional levels.

Keywords: teacher; professional commitment; motivation; professional values; predictors of commitment; region; school

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