Professional Culture of Secondary School Teachers in Managerialist Contexts

Introduction. Managerialism implies a value system that contradicts any professional teacher culture. It is based on the ideas of formalized educational processes, increased administrative control, commercialization, and competition. These give rise to deformations of basic behavioral patterns inherent to teacher community, which is essentially destructive to the eastern parts of our country where such culture had been shaped through a comprehensive variety of factors and conditions that are incompatible with formalized rationalizations of present-day managerialist practices.The being destroyed qualities include as follows: abilities to provide systemic education, foster a harmoniously developed personality, instill senses of citizenship and patriotism, willingness to perceive one’s profession as a lifelong calling, and maintenance of universal and professional attitudes that help one treat students as individuals rather than as reporting units. Goals. The study seeks to reveal cause-effect relations between managerism in secondary school management and deformations of professional teacher culture that lead to the destruction of national culture, pragmatization of consciousness, and increased asymmetries between the federal center and regions. Materials and methods. The study introduces outcomes of a mass survey that involved a total of 1,500 teachers and was conducted in four climatically semiarid regions of Russia, namely: Republic of Kalmykia (N=361), Astrakhan Oblast (N=365), Stavropol Krai (N=380), and Rostov Oblast (N=394). The key sampling principle is that of quota (proportion). The distribution was made through the use of an online calculator that defined the required numbers of respondents on the basis of the general population with a confidence interval of 95%. The quotas are based on Rosstat’s data on teacher numbers in the four specified regions. Results. The introduction of managerism-type tools has led to the profession of teacher ceases to be a lifelong vocation and tends to turn into a regular job aimed at earning money, which thus — if insufficient — can be easily changed for a financially more attractive one. Efforts of teachers are being formalized, standardized, which inevitably compromises their professional culture. Conclusions. Elimination of factors that deform teacher professional culture is virtually impossible within the current managerialist model.

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