VolRC RAS scientific journal (online edition)
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Journal section "Socio-economic research"

The Status of a Teacher in the Modern Russian Society

Solov’eva T.S.

1 (13), 2018

Solov’eva T.S. The Status of a Teacher in the Modern Russian Society. Social area, 2018, no. 1 (13). DOI: 10.15838/sa/2018.1.13.3

DOI: 10.15838/sa/2018.1.13.3

Abstract   |   Authors   |   References
The socio-professional group of teachers is historically one of the most vulnerable categories of the Russian population. The increasing globalization and informatization, as well as the changing socio-economic conditions have a direct impact on the situation among teachers. On the other hand, a teacher is an active subject of the educational process who plays an important role in the formation of the knowledge base, worldview and values of the younger generation. Therefore, it is especially important to study the social status of teachers as it greatly affects their social well-being and self-realization in the labor market, and hence on the learning outcomes in general. The purpose of the present article is to review the social status of teachers in the modern Russian society compared to the status of teachers in foreign countries. Based on the socio-stratification approach the author analyzes the economic, socio-professional, labor and power components of the status of a Russian teacher, which provides a comprehensive approach to the problem under review. It has been revealed that unlike foreign colleagues, Russian teachers have higher workload but their work is less paid. Moreover, the wages vary significantly throughout Russian regions. The level of education and qualification of Russian teachers is not inferior to foreign teachers. At the same time, 54% of school principals report a shortage of qualified teachers. In addition, the level of Russian teachers’ participation in school management is quite low, while about 70% do not mark any strengthened opportunities for this type of activity. However, Russian teachers are more active in professional development than the teachers in OEEC states (93 against 86%). The increased workload on our teachers is accompanied by expanded reporting which significantly hinders the implementation of the teachers’ direct duties. In this situation, Russian teachers in the absence of appropriate labor remuneration face the risk of precarization. These problems combined with poor prestige and attractiveness of teaching in the society lead to a decline in the social status of a teacher in general. The conclusion includes the comprehension of the teacher’s position in the Russian society, proposing some ways to improve it


economic status, social status, occupational prestige, teacher, socio-professional status, labor status, power status