Conceptual Framework of Teacher Prestige and Well-Being: Regional Aspects

Abstract

The paper presents a comparative analysis of sociological data concerning teachers working in the Sverdlovsk region (Russian Federation). The data were collected in 1989, 2016, and 2021. The surveys investigated social ideas and stereotypes reflecting public attitudes towards teachers in Russia and teaching communities. The research is based on a hybrid multi-paradigm methodology comprising systemic, structural, functional, generalized, temporal, and procedural descriptions. We used the data obtained from questionnaires surveying teachers in 1989 (n = 1183 participants), 2016 (n = 529 participants), 2021 (n = 412 participants). Data processing was carried out with the help of the VORTEX software application. The comparative data analysis demonstrated that, while the proportion of female teachers and teachers of older age groups has increased over three decades, this has been accompanied by an increase in the education level. It is significant that the motivation for selecting the teaching profession and overall levels of satisfaction remained the same. However, at the same time, assessments of the possibility to advance through a teaching career and professional well-being have noticeably deteriorated. Among key factors affecting teachers’ satisfaction are physical conditions, low wages, lack of time for private life and the stress of endless school reforms. All of this has led to a decline in the prestige of the teaching profession along with the formation of a negative image. The paper describes efforts required to ensure the enhancement of the teaching profession in the Russian Federation.