Model for Monitoring the Professional Activity Efficiency of a Higher Education Teacher

Author Name(s): L.N. Kharchenko, J.P. Gadzhieva, А.А. Korchinskiy, А.N. Magomedova, Y.A. Markaryan, М.V. Petrova, G.S. Schelkoplyasova
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The paper considers and substantiates the original model for monitoring the professional activity efficiency of a higher education teacher. The author’s interpretation of this type of monitoring, the description of the methodology for conducting the research and the presentation of its results are proposed. The monitoring model was developed on the basis of a critical analysis of the practice of assessing the efficiency of teachers’ activities in universities, which allowed some contradictions and shortcomings to identify in the implementation of this procedure. In contrast to the existing technologies for conducting assessment activities on the part of the subjects – the organizers and participants of monitoring, the author’s model includes such important components as the goal and objectives, the object and subject matter, the principles and algorithms of monitoring implementation. The principles on the basis of which the efficiency of a teacher’s professional activity should be monitored are openness, objectivity, continuity and cyclicality; science; diagnostic and prognostic orientation, sufficient completeness, relevance. The developed model assumes the algorithms for the implementation of the monitoring process that correspond to the tasks from the selection of monitoring methods and the development of local regulatory legal acts of monitoring to the planning of actions aimed at improving the efficiency of the professional activities of teachers.


Relevance The professional activity of a higher school teacher is specific and diverse; it has a pronounced creative and socially oriented character and, therefore, imposes rather strict requirements on the representatives of this profession. A teacher is a functional core of a university’s pedagogical system, and the efficiency of this system depends on the efficiency of their activities. Consequently, the level of professional competence of the teacher determines the efficiency and quality of education received by students at the university. In this regard, it can be assumed that one of the main criteria for evaluating the efficiency of higher education is the highest level of quality of vocational education, which is determined, first of all, by professionalism, i.e. by the willingness and ability to work effectively of scientific and pedagogical workers employed in this socially and economically important area of activity (Kharchenko, 2013).


Thus, having considered some theoretical, methodological and technological approaches to assessing the efficiency of the professional activities of a university teacher based on their monitoring, we can draw the following conclusion. The proposed type of monitoring is an important element of the management of a modern high school and the professiogenesis of scientific and pedagogical personnel, which performs an effective assessment and prognostic and projective functions. The authors recommend, when using monitoring, apply both statistical and dynamic types of monitoring procedures. One of them gives an idea and allows analyzing statistics for each of the activities, for example, the number of scientific publications of a teacher per year, compare this number with the standard (the standard level can be determined by the scientific and pedagogical community of the university, taking into account federal requirements, and then fixed in employment contract, or performance contract). Another procedure is aimed at tracking the dynamics of indicators, and comparing the obtained data with their own data for previous years, as well as at determining the efficiency of the measures taken to implement the identified deficiencies. The authors did not manage to overcome the existing procedural complexity of monitoring, which is related to the fact that the results of professional activities of a higher school teacher can manifest themselves throughout the life of a university graduate and the teacher himself. Another difficulty in monitoring is that the teacher’s activities are multidimensional and include such types of work as educational, educational and methodological, scientific, research, innovation (innovative commercial) (Panova, 2010; Kharchenko, 2014), educational and organizational. However, it can be monitored, since all areas (and results) of work have measurable quantitative parameters, which, if necessary and in sufficient quantities, can be translated into qualitative indicators. This direction of research requires further refinement and detailing, adaptation to the conditions of a single institution of higher education. In general, the results of the study confirmed the assumption that the systematic use of monitoring in assessing the efficiency of the professional activities of high school teachers allows us to gradually move to a new type of management culture (Panova, 2016; Babaeva, Magomedova, Panova, 2012; Petrova, Pivnenko, Kotov and an., 2016), in which administrative management is replaced by socio-psychological methods, in which the increase in the productivity and efficiency of teachers’s work is associated with their involvement to the adoption and implementation of management decisions and, consequently, with qualitatively different labor motivation.

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