Kindergarten and school teachers on working conditions and organizational support

This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Kolesnikova Elena Mikhailovna [verfasserIn] Mitrokhina Ekaterina [verfasserIn]

Format:	E-Artikel
Sprache:	Russisch

Erschienen:	2017

Schlagwörter:	Sociology of professions sociology of education preschool teachers preschool education teacher school.

Anmerkung:	non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf

Übergeordnetes Werk:	In: Вестник Института социологии - Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018, 8(2017), 1, Seite 13-34
Übergeordnetes Werk:	volume:8 ; year:2017 ; number:1 ; pages:13-34

Links:	Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.19181/vis.2017.20.1.443

Katalog-ID:	DOAJ069724210

Internformat


LEADER	01000caa a22002652 4500
001	DOAJ069724210
003	DE-627
005	20230309085300.0
007	cr uuu---uuuuu
008	230228s2017 xx \|\|\|\|\|o 00\| \|\|rus c
024	7		\|a 10.19181/vis.2017.20.1.443 \|2 doi
035			\|a (DE-627)DOAJ069724210
035			\|a (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a rus
050		0	\|a HM401-1281
100	0		\|a Kolesnikova Elena Mikhailovna \|e verfasserin \|4 aut
245	1	0	\|a Kindergarten and school teachers on working conditions and organizational support
264		1	\|c 2017
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
500			\|a non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf
520			\|a This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers.
650		4	\|a Sociology of professions
650		4	\|a sociology of education
650		4	\|a preschool teachers
650		4	\|a preschool education
650		4	\|a teacher
650		4	\|a school.
653		0	\|a Sociology (General)
700	0		\|a Mitrokhina Ekaterina \|e verfasserin \|4 aut
773	0	8	\|i In \|t Вестник Института социологии \|d Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018 \|g 8(2017), 1, Seite 13-34 \|w (DE-627)1760620432 \|w (DE-600)3070737-7 \|x 22211616 \|7 nnns
773	1	8	\|g volume:8 \|g year:2017 \|g number:1 \|g pages:13-34
856	4	0	\|u https://doi.org/10.19181/vis.2017.20.1.443 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/2221-1616 \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_31
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_95
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_206
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2086
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4326
912			\|a GBV_ILN_4335
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 8 \|j 2017 \|e 1 \|h 13-34

Indexfelder

author_variant	k e m kem m e me
matchkey_str	article:22211616:2017----::idratnnshotahrowrigodtosnog
hierarchy_sort_str	2017
callnumber-subject-code	HM
publishDate	2017
allfields	10.19181/vis.2017.20.1.443 doi (DE-627)DOAJ069724210 (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c DE-627 ger DE-627 rakwb rus HM401-1281 Kolesnikova Elena Mikhailovna verfasserin aut Kindergarten and school teachers on working conditions and organizational support 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. Sociology of professions sociology of education preschool teachers preschool education teacher school. Sociology (General) Mitrokhina Ekaterina verfasserin aut In Вестник Института социологии Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018 8(2017), 1, Seite 13-34 (DE-627)1760620432 (DE-600)3070737-7 22211616 nnns volume:8 year:2017 number:1 pages:13-34 https://doi.org/10.19181/vis.2017.20.1.443 kostenfrei https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c kostenfrei https://doaj.org/toc/2221-1616 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2017 1 13-34
spelling	10.19181/vis.2017.20.1.443 doi (DE-627)DOAJ069724210 (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c DE-627 ger DE-627 rakwb rus HM401-1281 Kolesnikova Elena Mikhailovna verfasserin aut Kindergarten and school teachers on working conditions and organizational support 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. Sociology of professions sociology of education preschool teachers preschool education teacher school. Sociology (General) Mitrokhina Ekaterina verfasserin aut In Вестник Института социологии Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018 8(2017), 1, Seite 13-34 (DE-627)1760620432 (DE-600)3070737-7 22211616 nnns volume:8 year:2017 number:1 pages:13-34 https://doi.org/10.19181/vis.2017.20.1.443 kostenfrei https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c kostenfrei https://doaj.org/toc/2221-1616 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2017 1 13-34
allfields_unstemmed	10.19181/vis.2017.20.1.443 doi (DE-627)DOAJ069724210 (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c DE-627 ger DE-627 rakwb rus HM401-1281 Kolesnikova Elena Mikhailovna verfasserin aut Kindergarten and school teachers on working conditions and organizational support 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. Sociology of professions sociology of education preschool teachers preschool education teacher school. Sociology (General) Mitrokhina Ekaterina verfasserin aut In Вестник Института социологии Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018 8(2017), 1, Seite 13-34 (DE-627)1760620432 (DE-600)3070737-7 22211616 nnns volume:8 year:2017 number:1 pages:13-34 https://doi.org/10.19181/vis.2017.20.1.443 kostenfrei https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c kostenfrei https://doaj.org/toc/2221-1616 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2017 1 13-34
allfieldsGer	10.19181/vis.2017.20.1.443 doi (DE-627)DOAJ069724210 (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c DE-627 ger DE-627 rakwb rus HM401-1281 Kolesnikova Elena Mikhailovna verfasserin aut Kindergarten and school teachers on working conditions and organizational support 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. Sociology of professions sociology of education preschool teachers preschool education teacher school. Sociology (General) Mitrokhina Ekaterina verfasserin aut In Вестник Института социологии Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018 8(2017), 1, Seite 13-34 (DE-627)1760620432 (DE-600)3070737-7 22211616 nnns volume:8 year:2017 number:1 pages:13-34 https://doi.org/10.19181/vis.2017.20.1.443 kostenfrei https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c kostenfrei https://doaj.org/toc/2221-1616 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2017 1 13-34
allfieldsSound	10.19181/vis.2017.20.1.443 doi (DE-627)DOAJ069724210 (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c DE-627 ger DE-627 rakwb rus HM401-1281 Kolesnikova Elena Mikhailovna verfasserin aut Kindergarten and school teachers on working conditions and organizational support 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. Sociology of professions sociology of education preschool teachers preschool education teacher school. Sociology (General) Mitrokhina Ekaterina verfasserin aut In Вестник Института социологии Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018 8(2017), 1, Seite 13-34 (DE-627)1760620432 (DE-600)3070737-7 22211616 nnns volume:8 year:2017 number:1 pages:13-34 https://doi.org/10.19181/vis.2017.20.1.443 kostenfrei https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c kostenfrei https://doaj.org/toc/2221-1616 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2017 1 13-34
language	Russian
source	In Вестник Института социологии 8(2017), 1, Seite 13-34 volume:8 year:2017 number:1 pages:13-34
sourceStr	In Вестник Института социологии 8(2017), 1, Seite 13-34 volume:8 year:2017 number:1 pages:13-34
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Sociology of professions sociology of education preschool teachers preschool education teacher school. Sociology (General)
isfreeaccess_bool	true
container_title	Вестник Института социологии
authorswithroles_txt_mv	Kolesnikova Elena Mikhailovna @@aut@@ Mitrokhina Ekaterina @@aut@@
publishDateDaySort_date	2017-01-01T00:00:00Z
hierarchy_top_id	1760620432
id	DOAJ069724210
language_de	russisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ069724210</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309085300.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2017 xx \|\|\|\|\|o 00\| \|\|rus c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.19181/vis.2017.20.1.443</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ069724210</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">rus</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">HM401-1281</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Kolesnikova Elena Mikhailovna</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Kindergarten and school teachers on working conditions and organizational support</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sociology of professions</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">sociology of education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">preschool teachers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">preschool education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">school.</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Sociology (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Mitrokhina Ekaterina</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Вестник Института социологии</subfield><subfield code="d">Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018</subfield><subfield code="g">8(2017), 1, Seite 13-34</subfield><subfield code="w">(DE-627)1760620432</subfield><subfield code="w">(DE-600)3070737-7</subfield><subfield code="x">22211616</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:13-34</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.19181/vis.2017.20.1.443</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2221-1616</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_206</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2017</subfield><subfield code="e">1</subfield><subfield code="h">13-34</subfield></datafield></record></collection>
callnumber-first	H - Social Science
author	Kolesnikova Elena Mikhailovna
spellingShingle	Kolesnikova Elena Mikhailovna misc HM401-1281 misc Sociology of professions misc sociology of education misc preschool teachers misc preschool education misc teacher misc school. misc Sociology (General) Kindergarten and school teachers on working conditions and organizational support
authorStr	Kolesnikova Elena Mikhailovna
ppnlink_with_tag_str_mv	@@773@@(DE-627)1760620432
format	electronic Article
delete_txt_mv	keep
author_role	aut aut
collection	DOAJ
remote_str	true
callnumber-label	HM401-1281
illustrated	Not Illustrated
issn	22211616
topic_title	HM401-1281 Kindergarten and school teachers on working conditions and organizational support Sociology of professions sociology of education preschool teachers preschool education teacher school
topic	misc HM401-1281 misc Sociology of professions misc sociology of education misc preschool teachers misc preschool education misc teacher misc school. misc Sociology (General)
topic_unstemmed	misc HM401-1281 misc Sociology of professions misc sociology of education misc preschool teachers misc preschool education misc teacher misc school. misc Sociology (General)
topic_browse	misc HM401-1281 misc Sociology of professions misc sociology of education misc preschool teachers misc preschool education misc teacher misc school. misc Sociology (General)
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Вестник Института социологии
hierarchy_parent_id	1760620432
hierarchy_top_title	Вестник Института социологии
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)1760620432 (DE-600)3070737-7
title	Kindergarten and school teachers on working conditions and organizational support
ctrlnum	(DE-627)DOAJ069724210 (DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c
title_full	Kindergarten and school teachers on working conditions and organizational support
author_sort	Kolesnikova Elena Mikhailovna
journal	Вестник Института социологии
journalStr	Вестник Института социологии
callnumber-first-code	H
lang_code	rus
isOA_bool	true
recordtype	marc
publishDateSort	2017
contenttype_str_mv	txt
container_start_page	13
author_browse	Kolesnikova Elena Mikhailovna Mitrokhina Ekaterina
container_volume	8
class	HM401-1281
format_se	Elektronische Aufsätze
author-letter	Kolesnikova Elena Mikhailovna
doi_str_mv	10.19181/vis.2017.20.1.443
author2-role	verfasserin
title_sort	kindergarten and school teachers on working conditions and organizational support
callnumber	HM401-1281
title_auth	Kindergarten and school teachers on working conditions and organizational support
abstract	This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf
abstractGer	This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf
abstract_unstemmed	This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers. non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700
container_issue	1
title_short	Kindergarten and school teachers on working conditions and organizational support
url	https://doi.org/10.19181/vis.2017.20.1.443 https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c https://doaj.org/toc/2221-1616
remote_bool	true
author2	Mitrokhina Ekaterina
author2Str	Mitrokhina Ekaterina
ppnlink	1760620432
callnumber-subject	HM - Sociology
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.19181/vis.2017.20.1.443
callnumber-a	HM401-1281
up_date	2024-07-04T00:25:21.154Z
_version_	1803606002138873856
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ069724210</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309085300.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2017 xx \|\|\|\|\|o 00\| \|\|rus c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.19181/vis.2017.20.1.443</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ069724210</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJaf3a1d65c8134a52be0b66197ee2717c</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">rus</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">HM401-1281</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Kolesnikova Elena Mikhailovna</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Kindergarten and school teachers on working conditions and organizational support</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">non valid URL: /files/File/Vestnik_2017_20/Kolesnikova,Mitrokhina.pdf</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article is dedicated to analyzing how kindergarten and secondary school teachers evaluate certain aspects of working conditions. A lack of teachers, in imbalance in professional groups in terms of age and experience present a serious issue for education in Russia. Working conditions are of great importance for keeping the most motivated and effective specialists in the educational system. This study was part of a project aimed at examining the current status, as well as opportunities and strategies for increasing the social status of teachers in Russia. Kindergarten teachers are more concerned with the issue of overcrowded groups, while school teachers express their unanimous dissatisfaction with the amount of “paperwork”. Such problems as emotional fatigue are especially relevant for school teachers. A sensation of complications when it comes to a lack of legal protection for workers is combined with an evaluation of employment in the educational system as a factor of stability. The results of the study allow us to claim that kindergarten and school teachers demonstrate both similarities and differences when it comes to evaluating working conditions, as well as the support which they require. School teachers are unanimous in their dissatisfaction with their salaries, with their workload and emotional stresses, while pressure attributed to gender stereotypes in the professional culture of kindergarten teachers makes them more vulnerable on the labor market. Among all the various sorts of possible support, school teachers most preferred monetary rewards. Including pre-school into the system of secondary education can potentially be an opportunity for either increasing or decreasing the status indicators of the group. General changes on the labor market during post-Soviet times, which have to do with the emergence of unemployment and informal employment, stimulate a decrease in expectations and demands from workers when it comes to working conditions – they are outweighed by stable employment. This leads to a change in the structure and culture of the professional group, to the formation of new principles of appeal for sectors where pay is relatively low. However, today’s kindergarten teachers are much more susceptible to difficulties when it comes to the formation and reproduction of the professional group, as compared to school teachers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sociology of professions</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">sociology of education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">preschool teachers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">preschool education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">school.</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Sociology (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Mitrokhina Ekaterina</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Вестник Института социологии</subfield><subfield code="d">Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, 2018</subfield><subfield code="g">8(2017), 1, Seite 13-34</subfield><subfield code="w">(DE-627)1760620432</subfield><subfield code="w">(DE-600)3070737-7</subfield><subfield code="x">22211616</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:13-34</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.19181/vis.2017.20.1.443</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/af3a1d65c8134a52be0b66197ee2717c</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2221-1616</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_206</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2017</subfield><subfield code="e">1</subfield><subfield code="h">13-34</subfield></datafield></record></collection>
score	7.4000826

Nicht das Richtige dabei?

Schreiben Sie uns!

Kindergarten and school teachers on working conditions and organizational support

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?