SOCIAL PORTRAIT OF RURAL TEACHERS: THE RESULTS OF A COMPARATIVE SOCIOLOGICAL STUDY COUNTRY AND CITY TEACHERS

Abstract

The article presents the results of application of the comparative sociological study of rural and urban schools. The characteristic of a social portrait of the rural teacher. The basic social problems, an assessment of social well-being of rural and urban teachers. Purpose. The authors aimed to identify specific problems of the rural school for making sound management decisions in the field of social educational policy. Methodology. A comparative type of applied sociological research is realized by applying such methodological approaches as structural and functional analysis and its variety – typological analysis [2; 3; 5]. Results. In summary, the social portrait of a rural educator is characterized by the following social characteristics. He lives mostly in his own house. One member of his family has, mainly, 12-18 or more square meters of living space. Entrepreneurship and tutoring are poorly distributed in rural areas. In comparison with urban teachers, rural teachers are more oriented to vocational training, rather than to the formation of spiritual and intellectual culture of students. This is the practicality of the rural educator. Employment in the subsidiary farm is also the reason for the greater practicality of the rural teacher and his relatively low spiritual activity. In rural educational institutions the level of collectivism is higher, but the desire for individual achievements is lower. Practical implications. The management of social processes at the level of a rural school can be implemented in the form of social planning, drawing up of social programs, social projects aimed at solving social problems of a rural teacher and optimizing the development of a rural school.

Keywords

• сельская школа
• сельский учитель
• городской учитель
• социальные проблемы
• социальное самочувствие
• социально-психологический климат