Status schools versus regular schools: differences in teacher activity

Tyumen State University Herald. Social, Economic, and Law Research


2021, Vol. 7. № 2 (26)

Status schools versus regular schools: differences in teacher activity

For citation: Osmuk L. A., Pronoza S. V. 2021. “Status schools versus regular schools: differences in teacher activity”. Tyumen State University Herald. Social, Economic, and Law Research, vol. 7, no. 2 (26), pp. 23-38. DOI: 10.21684/2411-7897-2021-7-2-23-38

About the authors:

Lyudmila A. Osmuk, Dr. Sci. (Soc.), Professor, Director of the Institute of Social Technologies, Head of the Department of Social Work and Social Anthropology, Novosibirsk State Technical University;; ORCID:0000-0002-4896-3055

Svetlana V. Pronoza, Postgraduate student, Novosibirsk State Technical University;


From a sociological point of view, the article examines the problem of differentiation of Russian schools, which came in the post-Soviet era to replace the relative equality of educational opportunities. The differentiation of schools, presumably, did not lead to the differentiation of Russian teachers. In general, there are few studies comparing schools and teachers in different schools by any parameter. The everyday practices of teachers are also poorly studied by both sociology and social psychology and social pedagogy. The current moment of time is unique because the restrictions introduced during the pandemic have created new conditions for the work of educational institutions. In this regard, it was decided to study the differences in the attitude of school teachers that have the status of a gymnasium or lyceum, and schools that do not have such a status, to the conditions and opportunities for the manifestation of activity and initiatives, as well as differences in the practices of professional activity, including during pandemics. The research method is a questionnaire survey. The empirical object was the teachers of the middle and senior level of secondary schools in the city of Novosibirsk. Differences in teachers› perception of conditions and opportunities for the manifestation of activity were revealed, as well as differences in the practices of manifestation of activity, indicating a more favorable situation in gymnasiums and lyceums than in schools. There were no types of teacher activity in which school teachers would be more active than teachers of gymnasiums and lyceums. A common problem for teachers in both types of educational institutions is overload, which is felt more strongly by teachers in gymnasiums and lyceums. The possibilities of attracting outside organizations of specialists to the school are discussed as a solution to the problem of teacher overload and elimination of inequality of opportunities.


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