A study on the components of teachers’ professional competence

• Authors: Elvira E. Symanyuk , Anna A. Pecherkina

Abstracts

EN

The aim of this research was to study the activity-related, personality-related and socio-communicative components of school teachers’ professional competence. The survey of 380 teachers using standardised questionnaires identified the manifestation specificities of the components, depending on the work in conventional or innovative schools and the length of work experience. Significant differences were found between teachers working in innovative and conventional schools. The length of work experience was found to condition the differences between the activity-related and the personality-related components. The results obtained showed that teachers in innovative schools focus on professional development and achieving independence and are optimistic and tolerant of uncertainty. Those from conventional schools tend to strive for stable working conditions and demonstrate high anxiety levels and rigidity.

Keywords

EN

competence; teachers’ professional competence; innovative school; conventional school

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2016
• Volume: 44
• Pages: 198-210

Dates

published

2016

Contributors

author

Elvira E. Symanyuk

author

Anna A. Pecherkina

References

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Identifiers

DOI

10.15804/tner.2016.44.2.16

Biblioteka Nauki

2004964