Northern Teacher in Conditions of the Current Renewal Processes in Education

Abstract

Many discussions about teacher evaluation have been discussed in Russia, where evaluation procedures are constantly under review as the teachers seek continuous improvement. Our article contributes to this discussion, first, by adding a wider international perspective, secondly, by exploring the experiences of participants (observers, in-service teachers) and, finally, by drawing on research related to teacher evaluation. The authors discuss the outcomes of the online survey conducted among teachers in Russia’s Sakha Republic (Yakutia) who participated in the distant interactive educational project. The goal of the survey was to identify how teachers assess the quality of education and the formation of professional competencies.

Keywords: Transformation processes; professional and personal wellbeing; survey of teacher evaluation, teachers professional competences; emotional burnout; quality assessment; gender aspects; feedback dialogue; professional autonomy

1. Introduction

Teaching is a personal, social, and complex activity and most teachers would agree that they

continue to learn and develop this skill throughout their careers. Institutions often carry out different

forms of teacher evaluation to help teachers develop and improve the learning experience for students

and also to monitor and remediate unsatisfactory practices. They collect data, on which they construct

their decisions, for instance, curriculum design and revision, focused professional development and

new faculty member employment. The evaluation process is complex and often daunting for those

involved. Much has been written about the way teacher evaluation in mainstream education generates a

great deal of pressure. Although the terms evaluation, appraisal and assessment are often used

interchangeably, the overall focus of the article is on teacher evaluation, a general term which is used to

describe an activity carried out by an institution where the quality of provided materials is the result of

systematic study. Evaluation can also be defined as the systematic gathering of information for

purposes of decision-making where the data obtained can be used for either evaluation or research

purposes.

2.Problem Statement and the Research Purposes

The current state of the Russian Federation demonstrates the importance of education through the

transformation into a democratic and constitutional nation framed by market economy and driven by

passion to overcome obstacles and find independent development path (Simonenko, 2003).

The research objectives are to understand the current professional and personal wellbeing of teachers

caused by changes in education system of Russia and all circles of its society, to evaluate teachers and

the quality of education, and to analyze the development of basic professional competences of teachers

and trace teachers' qualification gap. The survey objectives inspired us to carefully study literature on

teachers’ evaluation. This article is based on the work of famous authors as Howard, A. & Donaghue,

H. (eds.) (2015), in which we found the basic methodological approaches to the study of the problem of

our study.

One of the objectives of this study was to understand how teachers are evaluated and supported

throughout their careers but there were some consequent problems. We focused on problems related to

evaluation of in-service teachers. A rise in managerialism in education has led to extra scrutiny as

stakeholders seek evidence that teachers are effective (Deem, 2003). While such monitoring may be

familiar in pre-service teacher training, for experienced teachers it may be more stressful (Howard,

2001) as they might feel that the survey questions their professionalism and yet is inappropriate. This

study aimed to explore via a mixed-method approach the views of experienced teachers and analysts on

teacher evaluation. The rationale for this study was born out of our own disillusion with teacher

evaluation. Therefore, we sense that existing evaluation practices may need to be examined to see if

they serve the best interests of experienced teachers. The study of the role of renewal processes and

crisis factors of professional and personal wellbeing of teachers, revealing the qualification gaps of

teachers through the assessment of professional competences and abilities will improve teachers’

assessment of the quality of life.

One of the research questions is to find out the link between teachers evaluation and professional

promotion. Focusing on tasks, behaviours, functions of teachers and their evaluation leads to

managerialism. Major reasons for an aversion to evaluation are the sense that it does not promote

professional growth (Howard & McCloskey, 2001) and its accountability and prescriptive conformity,

which may conflict with a teacher’s desire for professional autonomy (Fullan, 2007). These reasons are

key factors why managerialism in education is often criticized. “The development of appraisal systems

is part of the development of a more managerial approach to education” (Walsh in Mercer, 2006, p. 17).

Its appropriation from the market-driven private sector has transformed education into a marketable

commodity (Morey, 2003) with a focus on efficient use of resources (Kydd, 1997), ‘quality, improved

productivity, accountability to stakeholders and emphasis on service’ (p. 5). However, Deem (2003)

suggests a more negative perception, which focuses on functions, tasks and behaviors. This has led

tertiary sector institutions to become line-managed entities where ‘professionals are subjected to a

rigorous regime of external accountability in which continuous monitoring and audit of performance

and quality are dominant’ (Deem, 2003, pp. 57-58). Kydd (1997) summarizes the conflict effectively

by suggesting that ‘the intensification of management controls is replacing the wisdom, experience, and

self-monitoring of the practitioner, and leading to the devaluing of capacities which are difficult to

define but which make a difference between experienced and novice teachers'’ (p. 116). Given the high

order attributes of in-service teachers and their need to be motivated by higher end needs such as

esteem and self-actualization, it is perhaps understandable that teacher evaluation might be considered

an unwanted and irrelevant task, especially in environments which exercise an authoritarian

management style. In addition, even if an organization’s sincere aim is to focus on professional

development (PD) in observation, teachers may reject this due to the sense of intrusion and mistrust that

they have imported concepts like managerialism and quality assurance. This rejection may be driven by

negative connotations of accountability and the conflict they feel exists with the professional code of

practice model traditionally associated with education. On the other hand, there is also evidence of the

advantages of a focus on efficiency and quality and there are many arguments for applying this to

evaluation, with some studies indicating teacher support. Summing up, when considering the value of

teacher evaluation for experienced teachers, the literature suggests a partial negativity. One aim of this

study was to add to the body of knowledge on evaluation in general and, more specifically, in the

context of in-service teachers.

3.Research Methods

Every teacher has an experience of holding an exam or a test to evaluate students. When we switch

roles and evaluate teachers, the reaction will follow immediately and in some cases it may prove to be

stressful and not acceptable. One of such structured methods, which has been successfully applied in

ESL teacher training contexts to enable teachers to reflect and talk about their practice, is the use of

critical incidents. There are some drawbacks in using critical incidents. The term itself can be seen as

unfortunate. The word ‘critical’ is most likely to be associated with the word ‘criticize’ and ‘incident’

also has negative connotations. A critical incident can be both positive and negative. Every person is

guided through appropriate discourse to understand the events and reach a positive outcome in terms of

learning. At the same time these incidents appear to be ‘typical’ rather than ‘critical’ at first sight, but

are rendered critical through analysis (Tripp, 2012, pp. 24-25). In our study, teachers were encouraged to

focus on one event to describe what they felt and why this event was the most important part of e-

learning process, and then this was explored and probed in depth. As in many educational fields, what

we don’t know about e-learning exceeds what we do know about it. Still, researchers have attempted to

dissect and research the constituent parts of e-learning process by exploring numerous variables,

including student demographics, motivation, attrition, cognitive style, gender, and achievement. This

has been found to be successful within the realm of teacher training for English language teachers.

Through systematic questioning and scaffolding, teachers can be challenged on the premise of their

comments, highlighting their underlying beliefs and perhaps revising such beliefs in light of their

general professional learning. When feedback dialogue is found on critical incidents, the questions

employed will tend to be practical, diagnostic, critical and reflective in nature (Farrell, 2008).

Teachers need to develop not only the techniques but also the ability to recognize deep structures of

learning through rationalizing the use of particular techniques, matching them to teaching purposes and

relating them to theoretical models of learning. Brockbank & McGill (2006) argue that while reflection

as an individual activity has innate value, it is insufficient in terms of enhancing ‘transformatory’ and

evolutionary learning. When teachers leave their comfort zones and are invited to an unfamiliar space,

they are ready for a research dialogue. In this article, the research dialogue between interviewers and

interviewees, between researchers and respondents, occurred through the online survey specially

designed to collect data for the study.

Our strong belief is that the sources of motivation in the professional and personal development of

teachers, integrating in creative activities to create innovative projects are curiosity and interest, setting

learning goals and belief in self-efficacy. Specifying the structure of creative teaching activities, V.A.

Kan-Kalik and N.D. Nikandrov define the following sequence of its stages: the emergence of the

pedagogical plan aimed at addressing educational problems; concept development; the embodiment of

the pedagogical design in activities, in dealing with people; analysis and evaluation of the results of the

creative process (Kan-Kalik & Nikandrov, 1990, p. 61). The concept of "creativity" is used by S.L.

Rubinstein as "contagion" – as creation of new, original case with social significance; as the creation of

something new, including in the inner world of the subject (Rubenstein, 2006, p. 63-64). The

environment, in which the North teacher can develop creatively, should have a high degree of

uncertainty and potential multi-variance (wealth of opportunities). Uncertainty encourages the search

for your own benchmarks rather than the adoption of what’s ready; multi-variance makes it possible to

find them. It is appropriate to recall the concept of A. G. Asmolov that "...in the surrounding human

world objectively, there is a special social dimension created by the combined activity of mankind – the

value field. This field values separate the individual perceives as "out - it - exists" ... as something that

is part of his image" (Asmolov, 1996, p. 86). Environment as a value field should contain samples of

creative behavior and its results. In the course of our study, we hypothesized that the combination of

some of the parameters of the environment in which there is a teacher, – a low level of regulation of

behavior, enriched information and representation of creative behavior patterns have a decisive impact

on the innovative behavior of the teacher, which implies flexibility and creativity (Liubard and et al.,

2009, p. 39, Amabile, 1982; Barron, 1988, Sternberg, Lubart, 1995).

4.Findings

In this article, we share some preliminary results of survey without a comparative analysis

conducted by the Ammosov NEFU.

For this study, we surveyed 190 teachers (representing 73 from Yakutsk and 117 from districts of

Yakutia). From 190 responses, some went through culling (incomplete survey answers submissions,

incomplete question answers, etc.). All respondents were grouped by age: 30 years and younger – 35

people; between 30 and 39 years – 84; between 40 and 49 years – 31; between 50 and 59 years – 30; 60

and older - 4 teachers. The division of interviewed teachers by gender, 12 male and 178 female,

revealed inequality and caused us to focus on gender aspects of HR in educational institutions of

Yakutia. According to statistical data, male teachers form only 12.3% of the total number of teachers.

In our research, we followed the official data but we believe that if providing access to education and

upbringing of young generation a gender balance should be met. Different factors support it. The

gender approach includes biological as well as social factors in teacher professional development.

Therefore, we need to raise the prestige of the teacher profession for men. One of the goals of education

should be the gradual achievement of gender equality.

The online survey included set of questions titled Teacher in the Current Renewal Processes in

Education. The goal was to identify the relationship of teachers to the quality and accessibility of

education of the Sakha Republic (Yakutia), as well as their professional value orientations. In response

to questions, teachers expressed their attitude to the current state of education of the Sakha Republic

(Yakutia). They expressed their assessment guided by two criteria – quality of education in relation to

the past and its availability. 140 teachers evaluate the quality of education in Yakutia as "excellent",

"very good", and "good" (respectively, 0.5%, 12.08%, and 64.28%). It proves to be a serious factor that

24 teachers (13.18% of total respondents) have no opinion in this respect. 100 teachers (54.9%) believe

that today, the quality of education in Yakutia is better than in the past. This is explained by the

respondents as a positive effect of the implementation of state educational policy aimed at improving

the status of teachers, facilities’ improvement of educational institutions and social partnership

development. An important indicator is the teacher’s satisfaction level with work.

In terms of difficulty or on the contrary to advantages in education, the vast majority of teachers

(116) believe that such benefits will undoubtedly be possessed by residents of cities. Some of the

difficulties in education, according to 95 respondents, are experienced by rural residents. 138 teachers

believe that for people with disabilities it is difficult (49.4%) or very hard (37.9%) to obtain the desired

degree. At the same time 11 teachers indicated that this group of the population, on the other hand, has

certain advantages. With respect to nomadic people, 9 respondents (5.7%) reported them having

advantages in this area, and 95 (60.1%) reported significant difficulties.

Answers by teachers showed that at least 2 to 6 of them are not able to adequately assess their

professional skills and to analyze the results of their professional activity. 5 to 36 people chose the

answer “maybe” – that is 1.3% to 24% of teachers found lack of maturity of such basic competence as a

personal truth, a competence that gives a person the ability to use new information and communication

technologies, come up with new solutions, show flexibility, face rapid changes, be persistent and strong

in face of difficulties, be prepared for self-education and self-organization. A number of personal

competences are also included which are: ethics, communication skills, listening skills, rapport,

teamwork orientation, integrity, prudence, efficiency, perseverance, self-confidence, dedication to the

organization and business orientation.

47 percent of teachers possess advanced communication competences. 27 percent have experienced

atypical conflicts, 59 percent have a partial knowledge of such conflicts. 55 percent know how to stop

and avoid conflicts, 39 can do it partially. 39 percent of teachers have perfect interaction skills, 10

percent find it hard to interact with parents and other agents of education process. 51 answered that they

somewhat experience problems in interacting. Mitina (1998) summarized that cheerful and welcoming

conversation accommodates creative cooperation and brings ready-to-help behavior, respect, gratitude,

and sympathy. Competence features: awareness of atypical conflict moments, mature teaching mind,

ability to use standard and uncommon ways to stop conflicts, ability to create a safe environment,

ability to establish partnership and friendship. Teacher’s qualifications are the direct indicator of the

quality of education. It is highly important to identify qualification needs in professional competences

of teachers and then work on improvement. On a global scale, STEM and IT literacy of citizens and a

number of educated people play a paramount role in nation’s competitiveness.

5.Conclusions

For this study, we reviewed the results of the 2015 survey among teachers of Yakutia. The study

results show a large range of opinions. Teachers were independent and sincere in sharing their views

regarding important issues of education, including education quality, education accessibility, education

policy, teaching career and teaching competences.

This gives us grounds to assume the existence of a certain number of misplaced people in the

profession (from 7.3% to 16%), who may have realized the error of their choice only at this stage of

their lives. This is evidenced by the fact that these respondents are not trying to gloss over their views

on education, openly declare their indifference, therefore, the question of how to make education better

is not relevant for them. In any case, it does not mean that these groups of respondents are bad teachers

because, despite the lack of vocations, we can be good professionals in any field, and this survey does

not focus on the identification of good and bad teachers. Conducting an online survey among

participating teachers of the project allowed us to paint a certain picture concerning the quality of

teachers and accessibility of education in the Republic of Sakha (Yakutia); as well as certain

preferences of teachers in their immediate occupation. The survey aimed to identify the formation of

professional competences in the context of the current requirements, compliance with professional

standards for teachers, reveal qualification deficits in teachers of the Sakha Republic (Yakutia), both

urban and rural, and they, in turn, determine the educational needs of teachers in secondary vocational

training – training courses or retraining. From a personal perspective, the findings have shown us that

our questioning of the value of evaluation is shared to a certain extent in that there are signs of

discontentment among the population. However, there is also an apparent belief in the purpose of

evaluation, if it is designed and implemented in a way which motivates teachers and helps them become

better practitioners. Therefore, we may have to forego our own opinions, knowing that teachers often

find it a worthwhile activity, as ultimately staff improvement leads to better teaching and learning and

this means higher education quality. While teacher evaluation may have negative connotations for

some, quality does not, so if we all aim for quality in teaching and learning, it certainly would seem like

a worthwhile endeavor.

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