The article reveals the essence of the concept "mobbing" and its classification in the context of pedagogical management. An empirical study has been conducted to identify the presence, frequency, ...causes, features of manifestations and consequences of mobbing processes in the teaching staff of general secondary education in Ukraine. Methods of randomized experiment, correlation analysis, scaling and ranking were used to process the research results. The results of the correlation analysis revealed causal relationships between some causes, manifestations, consequences of mobbing and certain statistical characteristics. The results of the empirical study prove the presence and prevalence of cases of mobbing in the teaching staff of secondary schools in Ukraine. The results of the study allow us to conclude that in general secondary education institutions, depending on the status of the persons involved, all three types of mobbing are implemented. Vertical prevails - 41.5%. Horizontal - 27.7% of respondents, mixed - 11.8%. 19% of respondents did not face mobbing. Depending on the specifics of harassment, there are different variations of mobbing processes, which sometimes overlap in their manifestations. Bosing prevails - 41.5%. 27.7% indicated bullying, social isolation - 15.8%, staffing - 14.7%, sandwich mobbing - 11.8%, gaslighting - 8.4%, outing - 7.7%, ageism - 6.8%, stalking - 5.9%, cyber mobbing - 4.7%. Also, based on the results of the survey, we can conclude that in educational institutions there are manifestations of obstruction - 3.1% of respondents. The general bases of anti-mobbing technology have been developed - a system of measures of the head and pedagogical workers to prevent, detect and combat harassment, moral pressure, psychological terror in an educational institution.
The article emphasizes that in the context of Ukraine's entry into the European Higher Education Area, the spectrum of didactic principles is expanding, among which the principle of student-centered ...learning is becoming more important. Based on the principles of student-centered learning, the students are responsible not only for their learning results but also for the components that influence the results, one of which is the evaluation of the activities carried out by academic and pedagogical workers. From now students of domestic institutions of higher education are involved not only in the development, improvement and evaluation of educational programs but also in the assessment of the professional active ties of teachers. To this end, higher education institutions are developing relevant normative documents and conducting surveys like “Teachers through the eyes of students”.
It is noted that the world's leading education systems have significant achievements in student evaluation of the professionalism and personal qualities of teachers, and student evaluations of teaching (SET) serve as a basis for career growth, salary increases, etc. The domestic experience of student evaluations of scientific and pedagogical workers is not so long and successful; the evaluation is being formed. As a result, some problems arise, the effective solution of which depends on the internal normative provision of the procedure for conducting student evaluation of the activities of academic and pedagogical workers, obtaining reliable results and their further impartial use.
Attention is focused on the fact that the psychological aspects of the subject-subject relationship of the teacher and students affect the evaluation of scientific and pedagogical workers, therefore, its results should not be absolute, but reinforced and checked with the help of other types of evaluations. With the help of a questionnaire survey of teachers of domestic institutions of higher education, their generally trusting attitude to the results of student evaluations was found out.
The need for a balanced use of foreign experience in student evaluations is emphasized. For quite a long time of using the student rating (more than 50 years), foreign universities managed to avoid a number of risks and provide student ratings with leadership positions in the evaluation of the activities of scientific and pedagogical workers. Despite this, foreign researchers disagree about the effectiveness and objectivity of student ratings due to the influence on their results of the gender bias of some students, the physical attractiveness of scientific and pedagogical workers, different motivations of students to study, etc.
A conclusion was made about the importance for the students to evaluate the activities carried out by scientific and pedagogical workers as a factor in the introduction of student-centered learning, the need to study the foreign experience of student evaluations of teaching (SET) and its dissemination, but taking into account and avoiding the risks revealed in the article regarding the completeness of the reliability of student evaluations.
The article deals with the participation of scientific and pedagogical workers in the management of Ukrainian universities. The statutes, regulations, codes of the five leading universities of ...Ukraine are analyzed. It is revealed that higher education management in Ukraine is carried out by the Academic Council of higher education institutions and self-government bodies. It is noted that in accordance with the statute of the universities, the direct management of the activities of the university is carried out by the rector. Scientific and pedagogical workers take part in university management and rector's elections. It is established that in the universities of Ukraine there are constantly functioning commissions (organizational, attestation, budget, commissions on ethics, education, science), which include scientific and pedagogical workers, and who deal there with questions in accordance to their expert issues.
The codes of values of the universities of Ukraine that are consistent with the moral principles and norms of ethical behavior in the system of governance of the universities of Great Britain are analyzed. It is established that the main functions of scientific and pedagogical workers are participation in financial, administrative decisions, approval of educational programs and curricula, decision making on the organization of educational process, in determining the terms of training at the appropriate levels, adopting the main directions of conducting research and innovation activities, participate in the assessment of the scientific and pedagogical activities of structural units, consider many other issues related to the activities of a higher institution of higher education the bottom of his statute.
The main functions of the Election Commission and the Organizing Committee are the organization, preparation, conduct of the voting, and the establishment of the voting results of the rector of the University.
In the modern labour sphere, the image of an employee in the virtual space has a tangible value, becoming a significant social resource in employment and subsequent career advancement. The degree of ...demand for a personal brand in the online environment is associated with the characteristics of specific professions. For scientific and pedagogical workers, self-presentation in virtual social networks is significant not only for their career growth, development of social capital and personal brand, but also valuable as a factor in scientific communication. A competent professional self-presentation in the virtual space helps to form a favourable social image that enhances the prestige of a university teacher and scientist. During the pandemic and the transition of educational and research activities to the online space caused by it, the demand for professional self-presentation of educators in the virtual environment has increased significantly. The article analyses the practices of professional self-presentation of scientific and pedagogical workers in virtual social networks. A typology of strategies for using universal social networks (VKontakte, etc.) and professional (scientific) social networks (Research Gate, Academia Edu, Mendeley) is presented. Particular research interest is focused on the practices of communication and professional self-presentation through virtual social networks. The advantages and limitations of the use of online communication by teachers are identified, as well as the types of priority results that users achieve or would like to achieve. For the empirical basis of the analysis the authors used the data of a survey conducted by the method of semi-structured interviews by a research team with the participation of the author of the article of 120 scientific and pedagogical employees of six Russian universities included in the implementation of the 5–100 project. Based on the results of the study, a classification of higher education teachers was formed depending on their awareness and the desire to broadcast content in virtual social networks: experts and opinion leaders, conservatives, spammers, passive, absent. A typology of the strategy of professional self-presentation of scientific and pedagogical workers in virtual social networks has been created: voluntary, forced, non-priority professional self-presentation; refusal of self-presentation (external or internal).
These days, management studies and domestic economic and sociological research frequently employ the term “driver.” Additionally, this concept’s cognitive capacity is significantly reduced by the ...lack of an agreed-upon definition. The article’s purpose is to demonstrate the concept of “drivers” heuristic potential for sociological analysis of issues related to the growth of sociohumanitarian research in Russian universities. Three components of the university’s social structure—academic ethics compliance, graduate school, and online academic communities— are regarded as internal drivers of socio-humanitarian research in Russian universities after firstconceptualizing the term “driver” from the standpoint of sociological theory. Study design. This is a pilot project that uses secondary data analysis as its foundation. The information theory developed by K. Shannon provides the theoretical framework that enables us to identify the characteristics of the driver that set it apart from other system mediating components. The frameworks of institutional analysis and the theory of social action are used in the process of sociological conceptualization. This enables us to draw attention to the social system’s motivator’s subjective element. Results . A general definition of the concept of a driver is given, and two of its key attributes — its requirement and information recoding — are emphasized. It is demonstrated that the sociological reading of the driver is linked to an evaluation of the degree of functionality of the effects of its operation on the social structure. The personal qualities of the individuals involved in its work define the nature of these consequences. In this sense, the driver can influence the social system’s growth as well as its stagnation. University research can be internally motivated by a variety of factors, such as upholding academic ethics standards, successfully implementing postgraduate programs, and founding and moderating online academic communities. The novelty of the results obtained is associated with the implementation of technical terms into socio-humanitarian knowledge, which made it possible to give a more rigorous definition of the concept of driver in relation to the analysis of social changes and processes. The article will be of interest to science administrators at universities.
The article is devoted to the analysis of the results of the survey conducted with scientific and pedagogical workers of 23 higher education institutions which was aimed at revealing the attitude of ...scientific and pedagogical workers to student self-government bodies’ activity and its influence on the development of higher education students’ leadership qualities. Emphasis is placed on the relevance of the chosen research subject, determined by the significant impact of student self-government on various aspects of student life in higher education institutions. The extent to which scientific and pedagogical workers of the higher education institutions are informed about the activities of student self-government bodies and their opinion about the leadership qualities of higher education seekers on the basis of a survey of 104 respondents is revealed. The author’s questionnaire consisted of three blocks of questions. The first block made it possible to collect information about the respondents. With the help of the second block, the scientific and pedagogical workers’ awareness of the activities of student self-government bodies was revealed, and in the third, the scientific and pedagogical workers’ assessment of the influence of student self-government bodies on the development of leadership qualities of higher education students was defined. The α-Cronbach reliability coefficient was calculated in order to check the internal consistency of the questionnaire. Based on the statements of the respondents, it was proven that the representatives of the teaching community are familiar with the activities of the student self-government bodies in the higher education institutions according to their place of work and the methods of student self-government. More than half of the surveyed scientific and pedagogical workers consider the influence of student self-government bodies on the organization of the educational process in higher education institutions and the development of leadership qualities of higher education students to be significant. Constructive judgments of the respondents regarding the improvement of student self-governance activities for the successful development of leadership qualities of higher education students are given.
The article presents a study of the phenomenon of burnout of employees of the socio-pedagogical sphere. The analysis of scientific sources allowed to generalize the concept of "professional burnout" ...as a state of emotional, physical and mental exhaustion caused by excessive and prolonged stress. At the same time, the factors influencing the occurrence of burnout are identified: lack of control, unclear expectations from work, lack of social support, imbalance between work and life, psycho-emotional instability. It is noted that the typical signs of psycho-emotional burnout are insomnia, insomnia, negative attitude towards colleagues, students, work, abuse of chemicals, lack of appetite or overeating, anxiety, irritability, tension, anger, resentment, general depression, guilt, loss of motivation and responsibility.
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