The state of postgraduate support for young teachers in the regions of the Russian Federation

Introduction. The article presents the findings of a study on the state of postgraduate support for young teachers in various regions of the Russian Federation. This research has identified the difficulties, challenges, crises, and barriers that these individuals face when entering the profession.

Aim. The present research aims to examine the current state of postgraduate support and retention of young teachers in the Russian Federation, as assessed by the teachers themselves, heads of educational organisations, and instructors from higher education, secondary vocational, and additional vocational education institutions.

Methodology and research methods. The methodological foundation of this study is grounded in anthropological, acmeological, systemic, and reflexive-activity approaches. The research is based on an analysis of information regarding the organisation of postgraduate support for young teachers in various types of educational institutions, which was obtained through a survey. A total of 1,103 respondents from 10 regions of the Russian Federation participated in the empirical study.

Results. As a fundamental principle in establishing a support system, most respondents emphasise the importance of adhering to priority tasks within the field of education. This reflects their understanding of the significance of the issue at hand, as well as principles related to targeting, individualisation, and the orientation of support aimed at addressing the challenges faced by young teachers. Most respondents advocate for evaluating the effectiveness of initiatives aimed at young teachers based on criteria such as their satisfaction with professional development outcomes and a reduction in the turnover rate of young teachers within the first few years of their careers. Furthermore, both teachers and administrators are generally well-informed about the resources available to support young educators and largely agree on their potential effectiveness. They also recognise that the support of young teachers is a manageable process, involving the active participation of many teachers and administrators. Additionally, young teachers themselves play an active role in organising this support.

Scientific novelty. The scientific novelty of this study lies in the generalisation of existing trends and issues, the identification of priority tasks, principles, directions, and methods for establishing a system of postgraduate support and retention for young teachers in the profession.

Practical significance. The results obtained can be utilised to design a support system for young teachers, including those in postgraduate programmes, while considering the unique characteristics of various types of educational organisations.

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