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Liudmila Klimenko 1, Oxana Posukhova  2
  • 1 Southern Federal University, 88 Maksima Gorkogo Str., 344006 Rostov-on-Don, Russian Federation
  • 2 Southern Federal University, 160 Pushkinskaya Str., 344006 Rostov-on-Don, Russian Federation

School Teachers’ Professional Identity in the Context ofthe Precariatization of Social and Labor Relations in Large Russian Cities

2018. No. 3. P. 36–67 [issue contents]

Liudmila Klimenko — Doctor of Sociology, Associate Professor, Economic Faculty, Southern Federal University. E-mail: lucl@yandex.ru

Oxana Posukhova — Candidate of Sociology, Associate Professor, Institute of Sociology and Regional Studies, Southern Federal University. E-mail: belloks@yandex.ru

The paper is based on a survey of public school teachers in Russian large cities (Moscow, Rostov-on-Don and Kazan). In 2017 the survey was conducted to study the perception of social and economic situation by teachers, and the estimation of the labor precariatization degree. Based on the assessment of their professional identity according to the selected typological criteria (the occupational prestige, the place of professional identity in the general structure of identification, labor motivation, professional values, job satisfaction, career orientations), the prevalence of pseudo-positive identity with diffusion elements is revealed among teachers. Moscow educators, while they evaluate higher the quality of life and the prestige of their work than teachers from Rostov and Kazan, are characterized by a higher degree of dissatisfaction with the content and results of their professional activity. The polyethnicity of the city’s population is not a significant factor in the formation of the interviewed teachers’ identity. Corporate loyalty (rewarded by corporate paternalism), socially oriented motivation, socio-economic vulnerability (especially for province teachers) characterize the existing model of the professional identity in the teaching community. Heavy administrative burden for the teachers’ corps, the high social demands for the results of their work and the precariatization of teacher’s labor create risks for maintaining of the positive professional identity and reduce the reform potential of the school.

Citation: Klimenko L., Posukhova O. (2018) Professional'naya identichnost' shkol'nykh uchiteley v usloviyakh prekariatizatsii sotsial'no-trudovykh otnosheniy v krupnykh gorodakh Rossii [School Teachers’ Professional Identity in the Context ofthe Precariatization of Social and Labor Relations in Large Russian Cities]. Voprosy obrazovaniya / Educational Studies Moscow, no3, pp. 36-67.
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