Statement of the problem. The authors consider the assessment of teachers’ professional deficits as a key problem. The expanded interpretation of deficits and assessment systems interfere with the real qualitative professional level of teachers and do not allow them to predict, plan and implement the necessary actions and activities that are aimed at professional development. The purpose of the article is to construct a typology of professional teacher deficits based on cluster analysis in the context of municipalities of the Krasnoyarsk Territory. Methodology (materials and methods). The article was prepared with the support of the Krasnoyarsk Regional Foundation for the Support of Scientific and Technical Activities in the framework of the project “Comprehensive study of professional deficits and difficulties among teachers of the Krasnoyarsk Territory”. The authors define professional deficits as a disadvantage (limitation) in professional competence that hinders the effective implementation of professional actions. Based on a questionnaire survey of 3,375 teachers of the Krasnoyarsk Territory, a typology of professional deficits is built using factor and cluster analysis. Research results. Empirically, 13 groups of municipalities have been identified for which an appropriate profile has been established for 15 factors. The obtained profiles characterize each combined group by the professional deficits of teachers who are differentiated relative to clusters. Conclusions. The results obtained significantly specify the connections and establish latent stable characteristics. The revealed typology shows the characteristic features of the model of professional teacher deficits in the context of municipalities. The use of the data obtained contributes to the development of a qualitative system for improving the qualifications of teachers.
This article continues the series of authors' publications on the results of the survey conducted in 2011 (2) and showed that the factor of schools as a whole does not affect life trajectories. At the same time, it was found that these factors of schools appear in satisfaction, motivation, attitude to life and decision-making.Here we consider the idea of a career based on high school graduates' responses within the research. DiscussionThe driving force of labor activity is determined by material and spiritual needs. The categorical apparatus and methodological approach of the present study was formed based on domestic publications [2], including Krasnoyarsk, as well as foreign researchers.As part of the research objectives through expert survey we identified schools -participants in the study: two -with the concept and program of education, two -the averages, and two -in stagnation areas. It was found that the factor of the school as a whole does not affect the life trajectories, understood as series of events for graduates of different schools, more significant differences are observed in satisfaction, motivation, and the respondents' assessments on
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