Moscow Teachers and Education Reform

Abstract

Aleksandr Gasparishvili, Ph.D. in Philosophy, Head of the Public Opinion Laboratory, Institute of Complex Educational Studies, Lomonosov Moscow State University, Moscow, Russian Federation. Email: gasparishvili@yandex.ru
Address: 1 Leninskiye Gory St., Moscow, 119991, Russian Federation.

Oksana Krukhmalyova, Ph.D. in Sociology, senior researcher at the Public Opinion Laboratory, Institute of Complex Educational Studies, Lomonosov Moscow State University, Moscow, Russian Federation. Email: kruhoks@yandex.ru
Address: 1 Leninskiye Gory St., Moscow, 119991, Russian Federation.

The paper is based on the results of the survey ‘Moscow Teacher Today’ conducted in 2011. Special attention is given to what Moscow teachers think about transformations in secondary school and changes in their social status caused by the education reform.
The survey has revealed that absolute majority of Moscow teachers are concerned about the education reform issues. Half of the respondents are negative about the reform, and more than 50% are pessimist about its practical implications. Specialization of high school and advanced teaching technologies are the most welcomed components of the school education reform. Normative per capita financing and the Unified State Exam receive the most criticism by teachers. The paper also reviews teachers’ points of view on independent decision making.
The survey has revealed a high workload on teachers, which may be due to supervision functions that have been transformed significantly by the reform. Besides, teachers unanimously claim the abundance of paperwork has a negative impact on their teaching activities.
Transition to a new financing system is discussed. According to respondents, financial situation of Moscow teachers is relatively good, as compared to other regions, which may be a proof of the new payment system efficiency.The study presentshow much teachers believe their financial situation depends on extra-budgetary school funds. Disparate opinions on this issue among teachers may be explained by the fact that almost half of the respondents never take part in activities of any public administrative body in education.