UKRAINIAN TEACHER: ANALYSIS OF UKRAINIAN EDUCATION PROBLEMS (BY TALIS METHODOLOGY)
Keywords:ICT, the distribution of teachers, size of locality, technical facilities, academic mobility, level of education, constructivist teaching methods, educational environment
The article deals with the study of the results of the All-Ukrainian Monitoring Survey of Secondary School Teachers and Principals (by the TALIS methodology) and their underlying causes. The research Is guided by the following questions: Does the size of locality influence the distribution of teachers? What prevents Ukrainian teachers from applying constructivist teaching methods? The author answers these questions after testing the following hypotheses: (1) There is a direct causal link between the indicators of the distribution of teachers by gender, age, level of education, experience and the size of a particular locality; (2) The development of a constructivist approach to learning and teaching, namely the use of ICT by students, depends on the school conditions and the level of teacher training (teacher education level, academic mobility, lack of computer facilities). The purpose of the study is to test the research hypotheses, through the results of the Ukrainian survey of teachers by the TALIS methodology, and to identify the main factors that influenced the obtained results. The research objectives are: to explore the dependence of the teacher distribution on the size of locality; to study the underlying causes of dependence; to analyze the obstacles of applying effective teaching methods in Ukraine; to formulate assumptions about the nature of these hindrances.
Through correlation analysis, the author explores links between the distribution of teachers by gender, age, level of education, experience and the size of a particular locality. The regression analysis enables to research the dependence of the application of ICT and constructivist approach on the academic mobility, teacher's level of education, lack of technical facilities and to design a formula to identify the level of use of e ffective teaching methods by an individual teacher.
Through the results of the Ukrainian survey of teachers by the TALIS methodology, the author managed to prove the hypothesis on a direct causal relationship between the distribution of teachers by sex, age, level of education, experience and the size of a particular locality. The most significant interdependence (coefficient – 0.99) was identified with an indicator that reflects the gender imbalances in the teaching profession primarily resulted from low prestige of this occupation and the population distribution by gender characterized by the predominance of women over men (53.7%).
The hypothesis on the dependence of the development of a constructivist approach to learning and teaching, namely the use of ICT by students, on the school conditions and the level of teacher training (teacher education level, academic mobility, lack of computer facilities) was only partially proved, since, due to the low level of academic mobility, this indicator turned out to be insignificant for the Ukrainian education system.
Gribovsky, O. V., & Nikiforova, I. I. (2007). Informatyzatsiia ochyma audytoriv pro rezultaty derzhavnoho finansovoho audytu "efektyvnist vykorystannia koshtiv derzhavnoho biudzhetu, spriamovanykh ministerstvom osvity i nauky na informatyzatsiiu ta kompiuteryzatsiiu zahalnoosvitnikh ta profesiino-tekhnichnykh navchalnykh zakladiv" [Informatization through the eyes of auditors on the results of the state financial audit "The effectiveness of the use of budget funds directed by the Ministry of Education and Science to informatization and computerization of secondary and vocational education]. Finansovyi control [Financial control], 3. Retrieved from http://www.dkrs.gov.ua/kru/uk/publish/article/39496.
Moskvina, I. (2018). “Bidnyi vykladach – zalezhna liudyna”. Shcho dopomozhe ukrainskomu vchytelstvu staty bahatym i shchaslyvym? [“Poor teacher is a dependent person”. What will help Ukrainian teachers become rich and happy?]. The Day newspaper.
Nakaz Ministerstva osvity i nauky Ukrainy “Pro vporiadkuvannia umov oplaty pratsi ta zatverdzhennia skhem taryfnykh rozriadiv pratsivnykiv navchalnykh zakladiv, ustanov osvity ta naukovykh ustanov” [Order of the Ministry of Education and Science of Ukraine “On the regularization of the conditions of remuneration and approval of salary categories of employees of educational and scientific institutions”] № 557 (2005). Retrieved from https://zakon.rada.gov.ua/laws/show/z1130-05#Text.
Samokhin, I. (2016). Problemy shkilnoi osvity Ukrainy movoiu tsyfr [Problems of Ukrainian school education in the language of numbers] Retrieved from http://osvita.ua/school/49694/.
Shchudlo, S., Zabolotna, O. & Lisova, T. (2017). Ukrainian Teachers and the Learning Environment. Results of All-Ukrainian Monitoring Survey of Secondary School Teachers and Principals (by the TALIS methodology). Drohobych: UERA - Trek LTD.
Derzhavna sluzhba statystyky Ukrainy (Державна служба статистики України) (n.d.). State Statistics Service of Ukraine. [Electronic resource]. – URL: http://ukrstat.gov.ua/.
Ministerstvo finansiv Ukrainy (Міністерство фінансів України) (n.d.). Ministry of Finance of Ukraine. [Electronic resource]. – URL: https://www.mof.gov.ua/.
UNESCO Institute of Statistics. [Electronic resource]. – URL: http://uis.unesco.org/
Ilko Kucheriv Democratic Initiatives Foundation. [Electronic resource]. – URL: https://dif.org.ua/category/ opinion-polls/filtered.
Copyright (c) 2020 Kateryna Ivanishchenko
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.