Abstract
This research aims to substantiate the legitimacy of the simultaneous application of two competing sociological paradigms in studying professional (labor) migration of teachers and teacher education graduates, i.e., to use the “strategy of mixing methods”: the mobilities turn and the place attachment. This synthesis-based methodological approach includes micro and macro levels and neo-positivistic and individualistic phenomenology. It was substantiated during a sociological survey in 18 regions of the Russian Federation in August–September 2021. The survey respondents were 3065 teachers and 1132 teacher education graduates, and 255 respondents acted as experts, including six rectors of higher educational institutions of Russia, heads of regional and municipal education authorities (47 persons), and 202 directors of Russian schools. This study has highlighted the unique characteristics of labor migration in the educational space of the Russian school. As empirical research has shown, the reasons for professional migration, in general, and the migration of teachers and teacher education graduates, particularly, are largely similar and stem primarily from material factors. It has also shown that the reasons associated with personal and professional development opportunities should be considered. The identification of ideal factors was made possible by dividing respondents into five groups by criterion of integrating micro- and macro-problems.
Highlights
Introduction published maps and institutional affilNumerous modern humanitarian studies devoted to analyzing the socio-cultural situation in Russia define the state of Russian society as transitional
The following results were obtained (Figure 1): The same question about the reasons for migration was asked to representatives of regional and municipal education authorities; the results showed the same approach in the answers to the ranking of the reasons for professional migration (Figure 2): School principals were the group of respondents
The survey results for this category of respondents are presented as follows (Figure 3): The survey data conducted among schoolteachers who are direct participants in migration processes and mobility is of considerable interest in identifying the reasons for professional migration in the educational space of a modern Russian school
Summary
Introduction published maps and institutional affilNumerous modern humanitarian studies devoted to analyzing the socio-cultural situation in Russia define the state of Russian society as transitional. Scientists, speaking about the specifics of the state of contemporary Russian society, define it as a socio-cultural transformation [1,2]. This characteristic presupposes the presence of systemic and qualitative changes affecting absolutely all spheres of society’s life. All social institutions, and the society as a whole, find themselves drawn into complex processes of searching for a new socio-cultural paradigm [3]. In this regard, the education system is no exception, which must adequately respond to changes in society due to its specificity.
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