The relevance of the measurement and analysis of teachers’ professional performance is based on the fact that teachers largely determine the quality of education at schools. The measurement of the latent variable "teacher’s professional performance" is done within the framework of the theory of latent variables based on the Rasch model. It was shown that the set of indicators has a high differentiating ability. The results of the measurement of this latent variable are used to compare the quality of professional activities of teachers of mathematics, history, Russian language, and literature as well as primary school teachers. No statistically significant differences were found between the professional performance of teachers of mathematics, history, and primary school teachers. The quality of professional activity of teachers of Russian language and literature is lower. The results of the measurement of teachers’ professional performance were used for comparison of schools. As one would expect, the highest quality of professional performance of teachers is in high schools and lowest in the primary schools; secondary schools occupy an intermediate position. Teachers’ professional performance is defined operationally, using a set of indicators. This set of indicators can be adjusted to clarify the content of the latent variable "teacher’s professional performance".
This article is supported by the Russian Foundation for Basic Research (project No. 19-013-00163 А “Methodology and Technology of Socio-Pedagogical Research of Family as a Subject of Creation of Individual Educational Trajectory of a Child”). The author examines the problem of monitoring of professional competences of a teacher in the conditions of digital environment. The authors propose a new technique for development of a method for assessing professional competences of a teacher based on latent variables theory, where private criteria manifest as integral with regards to indexes and indicators of professional competencies of a teacher. Qualimetric monitoring of professional competences contributes to the growth of personal growth of a teacher and improvement of the quality of his work in digital environment. The authors outline the scientific basis for qualimetric monitoring of professional competences of a teacher using the RUUM 2020 software (Rasch Unidimensional Measurement Models). The suggested approach proves that in the school digital environment can be resolved the issue of accessibility and automation of assessing professional competences of a teachers, apply Qualimetric monitoring for motivation of personal growth and self-improvement of a teacher. The new approach allows presenting the qualitative indicators in quantitative dimension. Such solution of the problem corresponds to the current level of requirements of digital environment for monitoring and scientific organization aimed at improvement of teacher’s competences.
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