Факторы связи профессиональных дефицитов учителей с результатами обучения школьников
Factors determining connection between teaching deficiencies and students’ learning outcomes

Summary/Abstract: Introduction. The article addresses the problem of assessing teachers’ professional deficiencies. The purpose of the research is to identify the essential factors determining the connection between teachers’ professional deficiencies and learning outcomes of schoolchildren. Materials and Methods. In order to study the relationship between teachers’ professional deficiencies and schoolchildren’s learning outcomes, the authors have developed a model of teachers’ professional deficiencies and followed a comprehensive research approach. The sample consisted of 3375 teachers who were interviewed. The authors analyzed the results of National Examinations (the Unified State Exams) of higher educational institutions applicants from 50 municipalities of the region. The method of factor analysis revealed a stable system of latent properties of teachers’ professional deficiencies affecting learning outcomes. The materials and methods that formed the basis of this study were obtained with the support of Krasnoyarsk Regional Fund for the Support of Research and Scientific-Technical Activities within the framework of the project “Comprehensive study of professional shortcomings and difficulties of teachers of the Krasnoyarsk Territory”. Results. The research findings consist in the developed system of factors obtained by indirect measurements. The content structure and characteristics of teachers’ professional deficiencies determining teaching effectiveness are revealed. It has been established that the selected groups of factors have a specific representation in each subject area. The results of teaching students in various subjects depend on the specifics of teachers’ professional deficiencies. The identified set of factors in the subject areas of “Mathematics”, “Literature”, “History”, “English” has a complex structure of the selected properties and is more diverse than in “Russian”, “Social Studies” and “Biology”. It is established that the theoretical model of teachers’ professional deficits has its own subject expression. Conclusions. Conclusions are drawn about the stability of the identified system of latent properties of teachers’ professional deficiencies, on which the results of schoolchildren's education depend. The authors emphasize that the established connection between teachers’ professional deficiencies and the results of schoolchildren's education contributes to the development of professional development programs and can become the main work of professional development centers for educators.

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