Developing the value orientations of young educators as a predictor of professional activity

Abstract

Introduction. According to world statistics, some of the young teachers leave educational organizations. The reason is in the “axiological conflict”: the contradiction between the value orientations of the teacher himself and the values of the education system. The desire to resolve this contradiction determines the purpose of the study: to determine the content and methods of forming the value orientations of young teachers as a predictor of their professional detail. Materials and methods. The theoretical part of the study is based on the analysis and generalization of primary sources on the problem under study. Empirical methods are presented by a formative experiment conducted on the basis of the author's program of additional professional education, aimed at resolving the axiological conflict of young teachers. Value orientations were studied using the methodology of N. A. Samoilik "Diagnostics of the professional and value orientations of the individual". The results were processed using the methods of mathematical statistics (Student's t-test). The study involved teachers of the Kirov region with work experience from 1 to 5 years (N = 161 people). Research results. It has been empirically proven that the program of additional professional education causes positive dynamics in the development of value orientations of novice teachers: in the emotional (the difference between the results of the input and final diagnostics was 2.75 walls), cognitive (2.6), and behavioral (2.3) components. The empirical value for each criterion is tCR = 1.99 at p ≤ 0.05, tCR = 2.64 at p ≤ 0.01. The greatest changes have occurred in such structural components of value orientations as: "values - goals" (3.5), "values - relationships" (2.8) and "values - skills" (2.7). Less changed were "values - qualities" (1.9), "values - result" (2.0) and "values - knowledge" (2.4). Discussion and conclusions. The reasons for the axiological conflict, caused by the contradictions between: the values of the education system and the requirements imposed on it by society, the state and the market, have been determined; "Values-expectations" to the young teacher and his value orientations. The effectiveness of the author's additional professional program in the development of the emotional, cognitive and behavioral components of the value orientations of novice teachers has been proved.