Typology of Professional Deficits Among Teachers in the Krasnoyarsk Territory

Abstract

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.