PECULARITIES OF THE SENSE OF BELONGING OF TEACHERS TO EDUCATIONAL REFORM IN UKRAINE

Abstract

The purpose of the study is to analyze the features of the sense of pedagogical community’s belonging in the context of educational reform.

At the empirical stage, the following methods were applied: on-line survey, which was based on the author’s questionnaire “Emotional aspect of the pedagogical community’s attitude to various aspects of the reform towards general secondary education”, as well as statistical data processing methods, such as SPSS-20.

Results. Based on the results of the empirical study, there have been established the levels of the respondents’ sense of belonging to the educational reform. The key characteristics of our respondents have been disrobed and shown in diagrams and graphics. Fatigue rates in each of the selected subgroups have been analyzed. The relationship between teachers’ sense of belonging and fatigue in relation to educational reform has been established: as teachers’ sense of subjective belonging increases, fatigue in this process decreases.

Conclusions. When managing educational reform, scholars often point out the problem of resistance to innovation of the teachers, which arises due to a number of psychological factors: poor communication and low trust of the teachers to the education managers; lack of consensus on the part of reform among all the participants; negative emotional background that arises when discussing the reform within a particular pedagogical community, school or teaching staff. It has been find out that the process of implementing educational reform may slow down by the fact that its direct providers – teachers, feel alienated from the process of innovation, have a low level of the sense of belonging to educational reform itself. Based on the theoretical analysis, it has been established that the sense of pedagogical community’s belonging to the educational reform manifests on several levels: affective – through teachers’ positive emotional background regarding reforms; at the motivational and behavioral level – through their desire to participate actively in educational innovations and joint professional and non-professional activities related to educational innovations; at the cognitive level – through sharing common professional values and reflection of the opinions of their colleagues.