Proceedings of The 4th International Conference on Advanced Research in Education
Tendences in Development of Professional Roles and Competences of Bulgarian Primary Teachers
The proposed study is based on the theoretical concept of the teaching profession as a “role play”. The professional roles of the teacher are seen as a fundamental and important construct that determines the quality of teacher work. The study of the professional roles of the teacher is based on the assumption that the professional status “teacher” is generalized and could not “take over” the chaos of roles that the teacher performs. Therefore, the teaching profession should be interpreted as “the existence of a certain (or indefinite) number of independent structural units – components of the teaching profession, which mark different aspects of the teacher’s status in the profession. The roles that the teacher assumes in connection with one or another status act in a system and form a status-role complex. The structure of this complex is relative and situtive, because a certain status in specific conditions can be “minimized” to a role, and certain roles can be “maximized” to a status. To perform the roles in a certain status, the teacher “unlocks” a set of competencies that determine the functional structure of the role. The deficit of competencies provokes instability of the functional structure of the role, resp. the role is not well interiorized and the teacher falls into a role conflict, his status in each situation fails to establish itself (Kaloyanova, 2010-2011). According to the presented theoretical model, this research is aimed at establishing of the tendences in development of bulgarian primary teachars professional roles in the aspect of they attitudes tо certain roles. The study involved 200 Bulgarian primary teachers. The research methodology includes a structured questionary, organized in 3 sections. Section 1 include 9 questions for establishment of teachers attitudes about contemporary professional status and roles. Section 2 include 9 questions for establishment of teachers attitudes about key professional competences. Section 3 include demographical questions. In Section 1 and Section 2 questions represent an ordinal scale, 6 questions have an optional answer, and 10 questions require a free answer from the respondents. The results are analyzed with qualitative and quantitative content analyze, correlative analyze and analyze of the weighting factors. The received results are compared with the results of previous studies. The findings of the study inform about the dynamics of the status-role models of Bulgarian primary teachers and their dependence on the specific educational situation.
keywords: teacher’s professional roles, primary teachers, status-role models.