Attitudes of urban and rural teachers towards educational work: on the materials of sociological monitoring
Prospects for the development of education largely depend on the position of the teacher as one of the key actors in the process of building human potential. In modern Russia the pedagogical community is absolutely differentiated. The mission and work of the teacher are perceived in different ways by the staff of urban and rural schools, despite relatively similar working conditions in these organizations. The purpose of this study is to determine the difference in job satisfaction among urban and rural teachers, the current trends in the attitude of teachers towards work in the school and the factors that influence this attitude (in the territorial context). The study hypothesizes that job satisfaction in urban and rural schools is determined by different factors. „Teachers - city dwellers” tend to form a relation to the profession on the basis of objective reasons (salary, work load, etc.). Rural teachers have a certain social reserve (a special status in the rural community), which levels out the impact of occupational risks. The hypothesis has been proved on the materials of monitoring the economic situation and the social well-being of school teachers, which was conducted in 2011-2017 on a representative sample based on urban and rural schools in the Vologda region. The article presents the data of the correlation analysis that determines the tightness of the pair connection between the parameters of the social mood of teachers, the satisfaction with aspects of teacher activity and the assessment of the economic situation in the country and the region. It is established that for rural teachers the interconnection of social well-being is not with the sides of professional activity but with the attitude to the economic conditions of life.