What is the responsibility of the teacher and the student? “Mentor, unforgettable leader and Teacher

Bragina Galina Anatolevna
Educational institution: MAOU "Molchanovskaya Secondary School No. 2" p. Molchanovo, Tomsk region.
Brief job description:
Publication date: 2019-12-10 Article “Being a mentor is very responsible” Bragina Galina Anatolevna MAOU "Molchanovskaya Secondary School No. 2" p. Molchanovo, Tomsk region. When a young specialist joins the team, the administration appoints a mentor. His task is to help, encourage, and support a novice colleague. In the article I talk about the resources of my mentoring activities.

Article “Being a mentor is very responsible”

Wisdom + youth = success!

Stand above life young

Keeping the beautiful unity,

Age-old honor, holy duty -

Teaching and motherhood.

First awaken your souls

Let the thirst for knowledge awaken in them,

Then take the pets

To a transparently clean well.

Living water from the depths

Teach me to scoop with my hand,

To love your people and land,

To become more mature and prettier in soul.

V. Raabe

This poem has become my pedagogical creed and is perfectly suited to my mentoring activities. Arriving at the old wooden, but so dear and warm 8-year school, exactly in the office where I myself started “write different letters with a thin feather in a notebook”, I couldn’t even imagine that 35 years later I would be asked to talk about mentoring at the August teachers’ conference. Back then there were no such concepts as:

· Individual adaptation plan for a young teacher,

· Individual growth program for a beginning teacher,

· Portfolio of a young teacher,

but experienced teachers had the same tasks as now: HELP, SUPPORT, ENCOURAGE young teacher. And my experienced colleagues, 8-year-olds, were always next to me: they suggested, advised, “led by the hand”...

Over the past 3 years, there has been an annual increase in the primary level of our school! The school administration immediately takes the youth “under their wing” and assigns a mentor. And so I was entrusted with this “replenishment”. It happened that this is my student and part-time daughter - Kuzminykh Irina Sergeevna!

I read that becoming a teacher is much more difficult than other professions. This is understandable, because young teachers from the first day of work have same responsibilities and carry same responsibility, as teachers with many years of experience, and students, parents and administration expect the same impeccable professionalism from them. Working with young specialists is traditionally one of the most important components of methodological work for me. In the process of mentoring, I improve myself, enriching my experience with more mobile techniques.

Well, now I will focus on the resources that I use in my mentoring activities. And in this chain, the first place, of course, is SCHOOL! Problem groups, methodological associations - this is where a novice teacher learns what self-analysis and criteria, technologies and techniques are. The Center for Spiritual and Moral Development recently opened on the basis of our school, but how many children and teachers from the region it gathers at the Makarievsky readings, the Christmas and Easter festivals, the Festival of Slavic Literature! Our school's RVCI occupies a leading place in the regional ranking of the RCED.

Today we can confidently say that the Education Department is a support center for young teachers. The Head of the Department, Natalya Nikolaevna Vasilchuk, personally oversees mentoring and work with young specialists. This academic year, RTE specialists conducted many educational events, including for novice teachers: “Modern lessons in primary school”, “First steps in the profession”. I would like professional skills competitions for aspiring teachers to become traditional, and perhaps with an in-person final stage, where young people would see and hear each other.

The House of Children's Creativity in Molchanovo is a successful space for the creativity of a young teacher. It’s gratifying that all creative competitions have a “Teachers” category. My young teacher invents and makes something every free minute, that’s why she needs such creative exhibitions! District children's organization "Burning Hearts" - how many socially significant actions can there be for schoolchildren of any age!

We actively use the network of the Resource and Implementation Center for Innovation of the Tomsk Region. We have a long-standing cooperation with primary school teachers from Podgorno. And, of course, the resource of the MAOU “Molchanovskaya Secondary School No. 1” is irreplaceable - here you can find many educational events for students and primary-level teachers.

It’s a pleasure to work with those regional structures that hold children’s competitions and festivals for free, know how to recognize the work of rural children, and always invite a family from our school to every award ceremony.

TSPU - we all come from there! We have a long-standing business cooperation with the primary school faculty. Together with Irina Sergeevna, we spoke about the experience of our children’s organization “Muraveyka” at our native institute at the All-Russian conference “Development of the system of civic-patriotic education in Russia”

The Pedagogical University traditionally hosts a competition of scientific research works “Create! Explore! Try it." This year it brought together more than 100 junior schoolchildren. Our two girls were also invited with their environmental work. It is gratifying that they “did not get lost” among the students of Tomsk gymnasiums and lyceums. The result is the “People's Choice Award”!

As a result of our joint activities, my novice teacher had four regional victories in the last academic year! We, as the authors and winners of the work “Do sports, eat right!”, were invited to Moscow. For the sixth time I represented the Tomsk region at the “Raising a Healthy Generation” conference, which became International. The organizing committee noted the creativity and originality of our work. And all this thanks to the young teacher!!!

With the arrival of the new Head, life in the area has noticeably brightened up: a choir festival, a sports day, and a Mushroom Festival at the highest level! Our main joint task is don't lure young specialist to school, and help in formation professional and social activities.

A wish for mentors: in order for interaction with a young teacher to be constructive and bring the desired result, the teacher-mentor needs to remember some rules of communication: do not order (refuse phrases like “You must”, “You need”), do not preach (refuse phrases like “Your professional duty obliges...", "you have a responsibility..."), do not lecture

(avoid phrases like (“if you had listened to me, then...”, “if you had followed the example...”) One of the important points in joint activities is not to suggest solutions, not “teach life” to a young teacher. It is necessary to present the situation in such a way that the young teacher himself finds the right solutions. The mentor should stimulate the process of professional support for the young teacher.

Being a teacher is difficult, but possible. The main thing is to learn to be happy. After all, an unhappy teacher will never raise a happy student. For a happy teacher, students at school experience a state of happiness: they act, create, feel that they are loved and wish them well. Socrates said more than two thousand years ago: “There is sun in every person, just let it shine.” Each of us can give a piece of our warmth and love to others. I am sure that my Irina Sergeevna manages to give this piece to every child! She proves this with her daily work, creativity and amazing responsibility. And it teaches not only “to add 2 to 4, to read words syllable by syllable,” but also to make friends, to learn, to create, to surprise.

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So, today the responsibilities of a teacher will be brought to our attention. The teacher himself, the parents of the students, and the management should know them. After all, for violating or failing to fulfill duties you can bring disaster upon yourself. Unfortunately, not everyone knows the law on education, in which the responsibilities of a teacher are clearly stated. And therefore, in educational institutions, various “showdowns” very often occur between teachers, management, students and parents. To avoid this, let's try to understand what rights and responsibilities teachers have at school.

Protection

Let's start with what an employee of an educational institution can count on. Not everyone knows about this. And often the rights and responsibilities of the teacher are simply violated. It should be noted that, according to the education law, the entire teaching staff can be protected. We are talking about professional honor and dignity.

In addition, you should also pay attention to the fact that any teacher has the right to defend his human honor (do not confuse it with professional honor) if someone tried to slander him. This applies to management, students and parents. That is, if students regularly and unreasonably complain about you, or somehow belittle or insult you, you have the right to protection. The question is different - few people in Russia will deal with such complaints. The rights and responsibilities of a teacher are prescribed by law, but not all of them are respected.

Control

Each teacher can also participate in the management of the school. And for this you don’t have to be, say, a director. True, you should not expect that you will be given a say in solving some school issues.

Why? Participation in school management is regulated by the charter. And it is different in every educational institution. Somewhere the teacher is given such a right, but somewhere not. Practice shows that school management is often entrusted only to distinguished teachers and management. The main thing is to spell it out in the charter. If there is nothing like that, then any teacher can participate in the management of the school.

Reports

A teacher's responsibilities (as well as his rights) include the ability to write a complaint against any member of the school's teaching staff or student. True, there is an important point here. All information must be provided in writing and in a sensitive manner. Verbal reports are not welcome, but they do occur.

In addition, each teacher can file a complaint against the education system used at school. There is no need to be afraid of punishment - this is normal. But, as practice shows, teachers are often intimidated. If they write a “denunciation” against someone, they are threatened with dismissal. This And you should not be afraid of such behavior.

Absolute freedom

The teacher includes such an item as drawing up a curriculum. And here the teacher has the right to complete freedom of action. That is, everyone can independently develop a work plan for the coming year at their own discretion. The main thing is that the developments comply with educational standards and do not pose any danger to children and society.

In addition, any teacher has the right to nominate himself for participation in pedagogical councils. For different positions. They can't stop you from doing this. Unless you just hold a vote and don’t elect where you would like to go.

The teacher also has the right to comply with sanitary and hygienic standards in the workplace. Thus, an educational institution is obliged to provide each teacher with a place suitable for teaching children. If you need something to organize the process, you can ask the school management to provide you with this item.

The teacher’s responsibilities also include choosing methods for assessing knowledge. Here he also has the right to complete freedom. It should be noted that a modern teacher also sets the rules of behavior in the classroom. But there is one nuance here - they should not contradict morality, nor infringe on the rights of students.

Education

The main responsibilities of a teacher are the implementation of activities aimed at teaching school-age children, as well as the delivery of material necessary for the child’s development in a suitable form. In other words, every teacher must teach children. And convey to them information that would serve as an “impetus” for their development.

With all this, it is worth considering that the material must be presented in a convenient form, and also not contradict moral principles. Plus, now there are some standards for drawing up a curriculum for the year. And they regulate the main directions and rules of training. The teaching staff must comply with them.

Moral education

It's no secret that now school is called a second home. And therefore, the job responsibilities of a teacher include such an item as morality and students. This is especially true for primary school teachers. This is where the most attention is paid to this point.

To tell the truth, in this regard everything is not so complicated. After all, the job responsibilities of a teacher according to the Federal State Educational Standard, which include the moral development of the child, as a rule, have a clear list of instructions that will have to be followed. That is, there are norms according to which moral education will take place during a given period of training.

Discipline

(and in general, any) also includes such an item as maintaining discipline in an educational institution. In addition, the teacher is obliged to teach children the rules of behavior. In other words, develop discipline.

Particular attention is paid to this point in elementary school. It is still possible to explain to such children what can be done and what cannot be done. But in high school it is extremely difficult to comply with this rule. However, do not forget - if a child violates discipline, you are obliged to stop it. But in such a way that your behavior does not infringe on the rights of the student.

The full amount

It is the responsibility of a primary school teacher (just like everyone else) to convey educational material to students in full. That is, you do not have the right to change an already approved training plan, shorten or “lengthen” lessons dedicated to one or another area. It is also prohibited to remain silent and conceal important points for the educational process.

Unfortunately, now not everyone is complying with their responsibilities. Teachers often violate this clause. But in the classroom journal, for control purposes, everything is written as it should be. Some material may not be covered at all in class, but may be assigned for home reading. It is not right. Parents have every right to complain about you. After all, according to the law, every teacher is obliged to fully convey educational material to the student.

Patriotism

But this is not all the requirements for the teaching staff. The thing is that the job responsibilities of a modern teacher are that you must instill in children love for the Motherland and patriotism. And this is all taking into account the absence of imposition of religious views.

In truth, a lot of time is now devoted to this moment. Teachers try to instill love for the country from elementary school. And many succeed. Please note that you cannot conduct propaganda against the Motherland, and also convince that patriotism is bad.

It should also be taken into account that the job responsibilities of a primary school teacher (and others too) include such an item as teaching children tolerance. When you elevate your country and try to instill love for it in your students, you cannot belittle the honor and dignity of other nations. Rather, we will have to teach tolerance and respect.

Values

The responsibilities of a teacher at school also include instilling in children a love of family and family values. Thus, you will have to hold conversations on this topic from time to time. Explain how important family is for a modern person. The main thing is not to go too far. Sometimes children perceive information as a direct signal to unquestioning obedience to parents and older family members.

Physical development

We should not forget about such a point as students. This is also the responsibility of a teacher at school. You need to be able to convey to children how to lead a healthy lifestyle, as well as the importance of playing sports.

Practice shows that physical education teachers monitor the physical development of students to a greater extent. But class teachers and other teaching staff should, in turn, simply explain the benefits of playing sports. Various quizzes, relay races and fun starts can be conducted to attract students to exercise.

Security

It's not just about learning something. They also mention the protection of children during school hours. You must ensure their safety. And let you go home only after finishing classes.

During the educational process, all responsibility for the life and health of students lies on the shoulders of the teacher. And therefore it is important to ensure that there is no danger nearby. If a child gets injured during a lesson, parents may complain against you. Of course, you cannot keep track of every child, but you must somehow cope with this. Failure to comply with this obligation will result in punishment. Up to trial and arrest. The only exceptions are those cases when you can prove that the child put himself in danger and did it intentionally.

And one more thing. If a child takes time off from class, you do not have the right to let him go unaccompanied. Only if the student calls his parents in front of you and they allow you to do this. This point also applies to security. After all, if something happens to a student on the way home, then you will be to blame.

Qualifications and connections

But there are also somewhat unusual responsibilities of a teacher. For example, constant professional development and self-improvement. Each teacher must necessarily increase his “baggage of knowledge” from year to year. And if you are sent for advanced training, you should not refuse. Otherwise, you may be accused of failing to fulfill your duties.

In addition, each teacher is obliged to maintain contact with the student’s parents. Or with his official representatives. This can be through calls (telephone conversations), personal conversations or writing messages in the child's diary. You cannot avoid communicating with your parents.

Socialization and culture

Perhaps there is one more area that is included in the job responsibilities of a modern teacher. This is especially true for younger grades. And cases when new students from other schools come to you. What are we talking about?

O Teachers will have to teach it. After all, it is at school that children should learn to communicate, contact each other, find each other, and so on. And the teacher is obliged to facilitate all this. Adaptation of a child to a new class and society is also your responsibility, according to the education law.

As you can see, a modern teacher does not have as many rights as mandatory points. In principle, this does not mean that you will be powerless. Simply knowing what you are entitled to and what you are not is enough. Do not violate parents, observe the school charter, and also educate your students morally and spiritually. Develop and improve. Then you won't have any problems. If your rights are regularly violated, feel free to contact the Ministry of Education. But first, try to resolve the issue within the school. And if this was not possible, stock up on evidence of violation of your rights and feel free to contact the relevant authorities.

Moskaleva Anastasia Alexandrovna, bachelor, other position
Omsk State Pedagogical University

DISCIPLINARY ACTION
TERMINATION
TEACHING WORKER
MISCONDUCT
REBUKE
COMMENT

A teaching worker is a special subject of labor relations. The specifics of his work activity also leaves its mark on those offenses for which he may incur disciplinary liability. This article discusses the issues of labor discipline for a teaching worker, as well as possible courses of action in case of disagreement with the imposed disciplinary sanction.

An effective contract as a means of increasing the motivation of teaching staff
Some aspects of legal regulation of termination of a service contract
The problem of legal regulation of the dismissal of a civil servant due to loss of confidence
Problems of state registration of rights to linear objects
Mechanisms of social and legal protection of motherhood and childhood in modern Russia

Labor discipline is the mandatory subordination of all employees to the standards of behavior established by regulatory legal acts of labor legislation. The employer rewards employees who perform their duties conscientiously. There are different types of incentives: declaration of gratitude, bonuses, rewarding with a valuable gift, certificate of honor, etc. The use of such measures certainly stimulates workers to achieve even greater results in their work. However, there is also a downside when an employee does not properly perform his job duties, which is a violation of labor discipline and entails disciplinary liability. Disciplinary liability in the Russian Federation is established for non-fulfillment or improper fulfillment by an employee of labor duties provided for in Art. 21 Labor Code of the Russian Federation, including:

Conscientious performance of official duties provided for in the employment contract;
Compliance with internal labor regulations;
Compliance with established labor standards;
Compliance with occupational health and safety requirements;
Careful attitude towards the employer's property.

Job responsibilities are specified in the employment contract, as well as local regulations, such as job descriptions. Among the measures of responsibility for disciplinary offenses, the following types of punishments are provided:

Reprimand is the most loyal measure of punishment, usually carried out in writing;
A reprimand is a fairly severe punishment, because... may serve as grounds for dismissal of an employee;
Dismissal for cause is the most severe form of disciplinary action.

The legal responsibility of teaching staff is an essential element of their legal status, as well as a guarantee of the conscientious performance of official duties. Thus, Part 4, Article 48 of Federal Law No. 273 “On Education in the Russian Federation” (hereinafter referred to as the Federal Law) establishes that teaching staff are responsible for failure to fulfill or improper performance of their duties. At the same time, the legislator in the Federal Law itself does not establish sanctions, but refers us to other legislation. In labor legislation, teaching staff are identified as a special category of workers. In my opinion, this was done, first of all, due to the fact that the teacher plays a primary role in the development of the human personality, in particular, and society in general. Thus, persons who have a criminal record, have been subject to criminal prosecution, have dangerous diseases, etc. are not allowed to engage in teaching activities. There are also peculiarities in terminating an employment contract with teaching staff: in addition to the grounds common to all categories of employees, the following conditions will contribute to the termination of an employment contract with a teaching staff:

Repeated gross violation of the Charter of an educational organization within one year;
The use (including one-time use) of educational methods associated with physical or moral violence against the student’s personality;
Reaching the age limit for the position held.

When imposing a disciplinary sanction, the severity of the offense committed, as well as the circumstances under which it was committed, must be taken into account. It is not permitted to apply disciplinary sanctions that are not provided for by law, for example a fine for an employee being late. A disciplinary sanction, if the employee disagrees, can be appealed to the labor inspectorate or to court.

Now let’s look at an example of appealing a disciplinary sanction in court. Thus, by the ruling of the Judicial Collegium for Civil Cases No. 33-2831, it was established that K. filed a lawsuit for reinstatement at work and recovery of wages for the period of forced absence, citing the fact that he worked at the BOU DOD as a teacher of additional education. By order of December 30, 2015, he was dismissed under Art. 336 clause 2 of the Labor Code of the Russian Federation. The reason for his dismissal was a violation of the rights of students, assault, but he did not commit any disciplinary offenses. At the court hearing, K. supported the claim, explaining that on December 24, 2015, he heard a blow on the office door. When I went out into the corridor, I saw P., who had a tennis racket in his hands. He reprimanded him and told him to give him the racket, which P. did. Ch. and M. saw what was happening. The next day M. demanded an explanation from him about this fact, but took it away without allowing him to write the explanation to the end. He was familiarized with the dismissal order. The representative of the plaintiff Z. supported the client’s demands, pointing out that the fact of the use of violence against P. was not confirmed, in addition, the dismissal procedure was violated: an explanation was not requested, the plaintiff was not informed of the order in a timely manner, an act of refusal to give an explanation was not drawn up and from the painting in the order. The representative of the defendant, director of the BOU DOD M., did not admit the claim, explaining that on December 24, 2015, Ch. told her that K. hit P. in the face with his hand. She saw that the boy’s cheek was red, he was hysterical, crying, screaming so that K. returns the racket. The latter began to threaten him. The plaintiff handed over the explanation to her unfinished, without a signature; the plaintiff refused to sign about familiarization with the dismissal order. The plaintiff appealed the order, higher authorities recognized it as legal.

To summarize, it is worth noting that the special status of teaching staff as subjects of labor relations leaves its mark on the expansion of the conditions under which the dismissal of a teaching staff is possible, as a disciplinary measure.

Bibliography

Labor Code of the Russian Federation" dated December 30, 2001 N 197-FZ (as amended on July 3, 2016) (as amended and supplemented, entered into force on January 1, 2017)
Federal Law of December 29, 2012 N 273-FZ (as amended on July 3, 2016, as amended on December 19, 2016) “On Education in the Russian Federation” (as amended and supplemented, entered into force on January 1, 2017)
Kirillov A.A. Labor regulation in a higher educational institution: A practical guide / A.A. Kirillov - M.: Justitsinform, 2009 - 103 p.
Muravchenko V.B. Some aspects of the legal regulation of municipal service in the federal law “On municipal service in the Russian Federation” // Modern Law. – 2007. – No. 12.
Muravchenko V.B. Subject of legal regulation of municipal service // Modern law. – 2008. – No. 11.
Muravchenko V.B. Classification of municipal service positions // Legal issues. – 2011. – No. 2.
Muravchenko V.B. Register of municipal service positions in a constituent entity of the Russian Federation // Legal Issues. – 2010. – No. 3.
Moskaleva A.A. Legal responsibility as an element of the legal status of a teaching worker // State and law in the conditions of modern civil society. – 2016. – P. 59-61.

In the usual understanding, the responsibility of a teacher is limited, most often, to the need to ensure the safety of the health and lives of children in the course of teaching activities. But there is a pedagogical responsibility of a different kind. We are talking about the responsibility of the teacher-educator for the essence and content of education, training and development, and therefore the future children entrusted to him.

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A number of professional qualities serve as components of a teacher’s pedagogical responsibility. These include:

professional orientation of the individual;
professional ideals, dedication to the chosen profession;
organization;
initiative;
demandingness;
justice;
flexibility;
intellectual activity;
creativity;
stability of the nervous system;
high emotional and volitional tone;
good performance.

The listed qualities cannot be implemented successfully if the teacher does not have developed personal and pedagogical qualities:

ability to make educational material accessible;
creativity at work;
pedagogical-volitional influence on students;
ability to organize a team of students;
interest and love for children;
content and brightness of speech, its imagery and persuasiveness;
pedagogical tact;
the ability to connect an academic subject with life;
observation;
pedagogical demands.

The teacher is responsible for the teaching activities carried out. Today, there is a demand for a teacher who knows how to create pedagogical reality, understands the meaning of pedagogical activity and recognizes himself as the cause of changes in pedagogical reality, who can foresee the consequences of responsible activities and find the right solution.

Teacher responsibility is a professional and ethical quality, expressed in the ability and readiness to foresee the results of teaching activities and hold accountable for them. A teacher should be able to:

mastery of the content of academic disciplines;
mastery of modern theories and technologies of training and education;
knowledge and real consideration of factors that ensure the success of teaching activities.

Responsibility as a professional and ethical quality of a teacher’s personality is developed. This development has its own qualitatively different stages and specific features.

The concept of “teacher responsibility” is considered as a certain attitude to reality, as a property or quality of a person, manifested in teaching activities. Since responsibility and activity have a direct connection, it is pedagogical activity that becomes the space where this property of the teacher’s personality is manifested.

The professional pedagogical potential of a teacher cannot be formed once and for all. The teacher is responsible for constant personal and professional growth. This is an integral feature of a teacher’s professionalism.
Indicators of a teacher’s professionalism can be considered:

self-criticism;
demanding of oneself;
the need to update theoretical and practical experience in teaching;
propensity for innovation;
research style of activity.

Thus, we can say that the teacher’s responsibility is manifested in his character, perception, awareness of reality and in various forms of personal behavior.

The process of developing teacher responsibility in the system is holistic and based on complementarity and continuity in the process of advanced training.

The success of the process of developing a teacher’s professional responsibility is ensured by compliance with the following conditions: the unity of the formation of the cognitive, emotional and behavioral spheres of individual responsibility; development of teacher self-regulation and reflection; development of the ability to set pedagogical goals; the ability to analyze the results of one’s teaching activities.

The leading pedagogical goal of the teacher is to develop students’ sustainable interest in education and self-education, and to reveal the individuality of each student. The effectiveness of teaching activities will be determined by the extent to whichThe teacher formed such qualities of the student’s personality as responsibility and self-determination in the personal and professional spheres of life. This task is within the power of a teacher who himself possesses these qualities.

The more a teacher is ready to take responsibility, the more responsibility is inherent in him as a personal trait, the more he.

Responsibility asand the characteristic of a person includes the habit of approaching any task thoughtfully, carefully and, if he has taken it upon himself, to bring the matter to the end; courage to take responsibility, the ability to be responsible for many things.

A teacher’s awareness of the meaning of his own activities is an indicator of the presence of professional goals and values that help him bear responsibility for the consequences of teaching activities.

The more obvious to a teacher the meaning of his pedagogical activity, the more responsible his actions are.

Moral responsibility characterizes a person from the point of view of his fulfillment of moral requirements.

The moral responsibility of a teacher is a personal quality, which consists in awareness of the moral need to fulfill social norms (in particular, personal ones), as well as the individual’s ability to adequately perceive a fair assessment of committed actions, self-evaluate their actions from the standpoint of humanity and a clear conscience.

IN perspective aspect moral responsibility is the individual’s awareness of the current and future development of the nation and humanity, as well as the purposeful, free activity of man. The teacher of an educational institution is morally responsible for the creative acquisition of knowledge, self-improvement, and self-realization of one’s strengths and abilities.

IN retrospective aspect moral responsibility represents responsibility that, as a rule, reflects social and legal actions towards an individual for past behavior, actions, and violations of the requirements of social, ethical, legal and professional norms. In this sense, responsibility plays a dual role: it is a way of responding to society and educational leadership to the negative actions of a particular teacher and a means of preventing possible negative behavior of this or other individuals in the future.

In the philosophy of Ancient Greece, there were different approaches to understanding the essence of responsibility. Thus, Democritus expressed the opinion that moral responsibility is a regulator of human behavior. He believed that responsibility is not an innate quality and not God's grace, but a product of culture, the result of socialization and upbringing.

Education should be carried out through education and curiosity of children, boys and girls. This does not mean that the main thing for a person is to know a lot, but education should be comprehensive. It is very important to take into account the nature of the child in the process of teaching and upbringing. Parents and teachers need to instill responsibility in children from an early age. Labor education and the example of elders play an important role in this process. If children do not comply with it, they develop immorally.

For Socrates, the moral responsibility of the individual is an integral characteristic of the individual, as are virtue, goodness, and justice. Responsibility in education and training provides the meaning of an individual’s activities: its goals, needs, interests, motives, results. After all, according to Socrates, the first duty of a citizen is to have deep knowledge, his own beliefs, thoughts. However, these beliefs should not diverge from the requirements formulated in the norms and laws of each “policy”. Otherwise, one can expect conscientious, responsible behavior from a person. The responsibility of society is to provide citizens with living conditions worthy of human essence. The gap between the moral and legal norms of society and the moral and legal consciousness of individuals interferes with the fulfillment of duty, causes harm to both the individual and society, because under such conditions a person becomes irresponsible.

The problem of the moral responsibility of the individual was studied by Plato. Based on the idea of the world of moral entities, he formulated his thought as follows: from idea to reality, from the subject of existence. Plato substantiates this postulate at the level of the individual and society.

In Plato's system of forming a responsible personality, there is a ban on the means of education. Thus, he advocates strict, competent and incorruptible censorship of artistic works that can be used in the educational process. Censors, who are entrusted with moral and legal responsibility before the law, the state and the people, must remove those that destroy the moral qualities of young people.

To analyze responsibility, Aristotle used the method of activity, representing the actual existence of a living being and the process of transition of its capabilities to reality. The nature of a living being is revealed precisely in the activity and real experience of communication. However, the activity itself is decisively influenced by the soul, which combines rational and irrational components, the interaction of which stimulates the emergence of responsibility. That is, responsibility arises when the mind is correctly directed and consistent with the movement of the senses, and the movement of the senses with the mind.

The ideas of ancient Greek philosophers influenced the content of education in Ukraine. In particular, almost the entire educational system at the Kiev-Mohyla Academy, where such Ukrainian philosophers and educators as G. Skovoroda, F. Prokopovich, I. Gisel and others studied, was based on their postulates.

In the Middle Ages, the evangelical doctrine reigned, which was characterized by certain universal human values. Thus, the idea of responsibility was based on the principle of love. The Son of God - Jesus Christ - must create a kingdom devoid of wars, death, where everyone will be in eternal bliss and love. However, this can only be achieved if a person loves God (the views are characteristic of Arius, Origen, Tertullian, Pelagius, etc.). Each philosopher formulated them in his own way, which means that Ukrainian philosophers and teachers in teaching and upbringing also used them in their own way, “since the creation of our state - Kievan Rus. The education of moral responsibility of the teacher’s personality during this period developed in an original way.

An early Christian thinker who had a decisive influence on moral education for a millennium was the Bishop of Hippo and church teacher Augustine the Blessed (354-430). He defined personal self-improvement as constant and intense work of the soul, as self-knowledge, and also believed that having been accomplished through the work of the soul, a person will become a unique, responsible and inimitable person whom God will rejoice at.

According to the Roman Neoplatonist philosopher Anicius Manlio Severinus Boethius (c. 480-524), in contrast to Augustine, responsible behavior depends not only on God, but also on man and his Fate. He noted that responsible individual action is the right path to happiness and goodness.

The idea of responsibility was also originally substantiated by the Roman philosopher and theologian Thomas Aquinas (1225-1274), turning to the moral personality through clarifying the relationship of divine predestination to human free will. However, unlike Augustine, who based his ideas about responsibility on the teachings of Plato, Aquinas's views are based on the postulates of Aristotle. He tries to find the essence of responsibility and its formation in the individual on the basis of faith, which takes precedence over science.

Representatives of philosophy and pedagogy of the Renaissance and Modern times based their research on the problems of responsibility on the ideas of egoism (French Egoisme, from Latin Egone - a moral and ethical principle characterizing the behavior of a person who strives to satisfy only his own needs, neglecting the interests of other people and society) , partly skepticism (Greek skeptikos - distrustful; teaching based on doubts about the existence of some reliable criterion of truth) and Epicureanism (the teaching of Epicurus, who materialistically explained the world on the basis of atomistic teaching). They sought to find out not only the objective grounds of responsibility, but also to generalize them. In particular, they were interested in how responsibility can be a product, a property of an individual and a general social-organizational force at the same time. The English philosopher Francis Bacon (1561-1620) substantiated the theory of responsibility on the basis of scientific and technological progress, culture, and the humanization of social relations. Man's responsibility, he believed, was to develop his strengths and abilities in a cultural way. According to F. Bacon, man must be responsible not only for the creation and transformation of nature, skillfully managing this process, but also treat matter responsibly and without violence. He was one of the first to raise the problem of environmental education.

The representative of the New Age, the Dutch philosopher Benedict Spinoza (1632-1677), considered responsibility from the point of view of substantiality, the essence of which lies in infinite nature. This nature exists objectively and has its own laws of interconnection. Often the existence of irresponsibility is generated by the arbitrariness of people, their incorrect understanding of freedom, the reasons that motivate human aspirations and desires. In addition, Z. Spinoza noted, irresponsibility causes ignorance, and the sciences violate the order of nature rather than follow it. Avoiding this is facilitated not only by the rules of life, but also by clear knowledge, which the teacher directs. Correctly directed knowledge helps a person choose a highly moral lifestyle, overcome the affects of discontent, and benefit society.

The starting position of responsibility for the founder of the empirical-materialist theory of knowledge of the New Age, the British philosopher and educator John Locke (1632-1704), is the moral law of nature. He gives a person’s responsibility in moral and legal aspects, forms his moral duty, which is guided by reason and which coordinates the activities of people.

The Czech humanist thinker and founder of modern pedagogy, Jan-Amos Comenius (1592-1670), radically changed his view of the educational system. Based on the experience of his predecessors, he determined that the main thing in education is the formation of a conscious, moral, responsible person. He assigned an important role in this matter to the teacher, revealing not only the requirements, but also the conditions and forms of manifestation of his moral responsibility. He considered material conditions to be fair and sufficient social security for the teacher, and legal conditions to be the current school laws, which no one is allowed to violate.

Contrary to the traditions of the medieval school, the issue of moral responsibility was considered by the Swiss educator Johann Tenrich Pestalozzi (1746-1827). He devoted his whole life to raising disadvantaged and poor children, because he believed that the state should have a low level of teacher responsibility, that power is represented by “intellectually developed deceivers”, egoists, heartless predators, “smart donkeys” and others.

The problem of responsibility developed in German classical philosophical and pedagogical thought. Thus, the philosopher-educator Immanuel Kant (1724-1804) not only formulated the main goals of education, but also dialectically substantiated the connections between education and upbringing. He defined responsibility as a measure of duty in the complex problem of education: the combination of the law of coercion with the ability to use one's freedom. Kant considered responsible actions of a person not only depending on the feeling and consciousness of duty, but also on the sense of duty and a certain inclination. An act out of a sense of duty simultaneously eliminates the influence of inclination and the object of the will, because even the inclination itself is “blind”, capable of causing the emergence of the moral maxim of responsibility as the highest moral value, but only contributes to its implementation.

The views of I. Kant were highly appreciated by the German philosopher Georg Wilhelm Friedrich Hegel (1770-1831). He noted that the subjective and objective in a responsible act of an individual should not oppose each other; he defined responsibility as a sociological form of the absolute spirit. In contrast to I. Kant, G.-W.-F. Hegel noted that responsibility develops sequentially. Real responsible individual activity is possible in a free society. It binds people with duty and responsibility, and the stronger this connection, the freer the person is. However, a person is freer not in the sense of “I do what I want,” but in the sense of achieving the essence.

Having critically comprehended the ideas of I. Kant, I. Fichte, G.-W.-F. Hegel, a German philosopher, one of the founders of pedagogy, Johann Friedrich Herbart (1776-1841), based his system of “vichouval teaching” on the views of the ancient Greek thinker Parmenides. In his opinion, the new fashionable philosophy leads to a disruption in the stability of the development of society and the peace of the individual, and gives rise to social movements. And to foster the moral responsibility of a teacher, consent, unity of society and its harmony with the individual are necessary. This approach of J.-F. Herbart sees the philosophy of Parmenides, in which everything is simple, stable and unchanging.

A significant contribution to the development of the problem of forming the moral responsibility of a teacher was made by the German teacher Adolf Diesterweg (1790-1866). Noting that the principle of conformity to nature is fundamental in any educational system, he supplemented it with the principle of cultural diversity and emphasized the complex path to internal initiative and self-responsibility. According to A. Disterweg, a person must go through three stages in his development: the stage of sensations; stage of skills and imagination; stage of free self-expression and amateur performances. However, not every teacher can do this. The most successful are those who were able to reach the third stage.

In the XIX-XX centuries. The problem of moral responsibility was considered by the Ukrainian teacher and writer Boris Grinchenko (1863-1910). In his works “What kind of public school is it in Ukraine now?”, “What kind of school do we need?”, “Folk teachers and Ukrainian school”, literary works, journalistic articles on the problems of public education, culture, training and upbringing, he argued that the teacher can show moral responsibility in conditions of freedom and deliverance from a poor financial situation.

Makarenko and Sukhomlinsky made a significant contribution to the development of the problem of moral responsibility.

The works of A. Makarenko outline the essence of the concepts with which he operates in the interpretation of responsibility “responsible dependence”, “general responsibility”, “strict liability”, “principle of responsibility”, “harmony of responsible individuals”, “responsible for the decision”, “experiences of responsibility” ", "a sense of responsibility to the team." The leading educational system is the concept of “responsible dependence”. It arises, forms and functions in various types of pedagogical activities. At the same time, the personal responsibility of the teacher for the work performed is associated with the responsibility of the team and the harmony of individuals.

In his practical pedagogical activities, V. Sukhomlinsky attached great importance to the education of the moral responsibility of the individual. First of all, he noted the responsibility of the head of the educational institution, his ability to manage a team, to know all the nuances of the pedagogical process, etc., as well as the need for not only moral, but also legal, material responsibility of the teacher and student. One of his leading thoughts is caution in bringing an individual to legal responsibility.

An important contribution to the development of the problem of moral responsibility was made by the Ukrainian teacher and literary scholar Grigory Vashchenko (1878-1967). As one of the presenters, he substantiated the idea of the teacher’s responsibility for raising a citizen, a patriot of the nation.

Domestic philosophical and pedagogical thought at the end of the 19th - beginning of the 20th century. in determining the content of a person’s moral responsibility gives priority to the axiological approach. The value of moral responsibility as a component of culture lies in the fact that it is capable of uniting, restoring, and humanizing a nation and humanity.

Modern Ukrainian teacher Nikolai Smetansky, from the point of view of an integrated approach, examined the problem of the teacher’s social responsibility, substantiated the theoretical foundations of its formation, and highlighted the problems that need to be solved. Among the conditions for the successful formation of a teacher’s social responsibility, he considers the following to be the main ones:

Creating a situation of individual interest in work and its results;

Formation of the subject of responsible actions, cognitive, volitional and activity components of his responsibility;

The presence of humanely oriented social control and an objective assessment of the actions of each subject.

Moral assessment of the activities and behavior of a teacher is not limited to assessment by society, teaching staff, students and students. The teacher as a subject is capable of self-esteem, thanks to which he becomes a component in the system of moral connections. At this level, moral self-esteem affects the moral essence of a person. The better her self-demandingness and self-control are developed, the greater and more promising the responsibility. The development of self-esteem as its element depends on a number of factors (the social role of the teacher, the evaluative influence of the team, etc.). Self-esteem determines the stability of moral responsibility and increases its measure. According to the moral responsibility of the teacher is a variable value that is directly determined by the ability and internal readiness to carry out responsible actions, as well as by the circumstances in which the teacher finds himself.

Taking into account the current state of science, psychologists and teachers distinguish the level of consciousness, internal and external aspects of the moral responsibility of a teacher. Some scientists (I. Ivanov, A. Kiselev, V. Rudkovsky) define the measure of responsibility only as freedom or as obligation. Freedom and duty in specific forms reflect to a certain extent aspects of the degree of responsibility. They only complement each other, and do not exclude the manifestation of such a phenomenon, since the pedagogical environment, democratic relations in general allow the teacher to voluntarily and actively fulfill his professional duty, and therefore be well aware of his new social role.

In contrast to this view, modern Russian researcher Nadezhda Golovko notes that in conditions where a duty is easy to fulfill, since its morality is undoubted and it is consistent with public assessment, the problem of responsibility disappears. However, it is precisely under such circumstances, when the problem of the level of personal responsibility appears, that there is at the same time no retrospective responsibility. The forward-looking aspect of responsibility should be taken into account. The formation of a measure of moral responsibility associated with its promising aspect in the context of the development of a legal society and educational reform is a common need.

Alexander Dyakov sees a predominantly retrospective aspect in the degree of moral responsibility of an individual. He considers the measure of responsibility to be a perspective-legal and ethical concept and does not classify it as a general sociological concept. It focuses on the possible punishment of an individual if he fails to fulfill his duties to society, as well as when he violates legal and moral norms.

A forward-looking analysis of value relations should be done and emphasis should be placed on the forward-looking aspect. Modern Russian researcher Galina Romanyuk considers the measure of a teacher’s responsibility to be the qualitative side of a social subject; which is a consequence of the development of individual freedom and independence.

In society, there are certain expectations from a teacher based on his actions. Such “queries” are characteristic even of his own conscience and he must give an answer to them. Participants in relationships of responsibility must be mutually socially active, aimed at affirming the interests, values and norms of society, and act positively. A teacher is responsible to the extent that he is free and able to influence the development of society, the surrounding teaching environment and students. What is outside the sphere of freedom cannot be the subject of responsibility. So, the degree of moral responsibility of a teacher is determined by: socio-historical conditions of activity; real freedom; the ability to choose the type of behavior; motives and social value of actions; combination of what is and what should be; personal qualities (giftedness, temperament, will, etc.).

Pedagogical activity requires not only moral, but also legal regulation of relations in the system: “teacher - student”, “student - student”, “teacher - parents”. Irresponsibility in a moral sense, as a rule, also manifests itself in a legal sense, that is, in conditions pedagogical activity, moral and legal responsibility constitute a unity. In educational legal acts, the general principles of morality and law are dialectically combined. Thus, the Law of Ukraine “On Education” says: “Pedagogical activities can be carried out by persons with high moral qualities, who have the appropriate education, professional practical training, whose physical condition allows them to perform official duties."

The Law of Ukraine “On Education” (2003) on the status of a teacher does not provide for the free expression of thoughts that were not subject to legal liability.

The state has established pedagogical responsibility for committing offenses. These include offenses related to non-compliance with the law on public policy and basic principles of education; organization of the educational process; low level of training; biased assessment of the knowledge of pupils and students; humiliation of national dignity, disregard for the principle of freedom of CONSCIENCE, etc.

In the context of pedagogical activity, bringing to moral responsibility provides for the legal responsibility of the individual. The Labor Code of Ukraine (1971) states that the commission of an immoral offense by an employee performing educational functions is incompatible with the continuation of this work.

At the same time, the quantitative certainty of moral and legal responsibility is expressed in the state’s limitation of the jurisdiction of public authorities and management in the field of bringing teachers to administrative and material responsibility.

In educational institutions, the ability of the team to respond morally is a necessity and a legal moment, a certifying sign of collectivism, which provides for the personal character of moral responsibility based on a person’s deep assimilation of cultural values, moral norms and attitude to public affairs as personal. It is impossible to replace the individual moral responsibility of a teacher with a collective one, and vice versa.

The boundaries of both individual and collective responsibility must be clear, since it is impossible to be responsible for everyone equally in moral and legal terms.

The moral and legal responsibility of a teacher does not arise spontaneously, since it requires constant and persistent education. The driving force of such education is contradictions and their creative solution. At the present stage of development of society and education, certain socio-pedagogical, actually pedagogical and psychological or personal contradictions have emerged.

Social and pedagogical contradictions exist between:

Objective requirements of society regarding a high level of moral and legal responsibility and subjective awareness and perception of these requirements by the teacher;

The constant development of objective conditions for a teacher’s activity and relatively frozen moral and legal norms;

Officially, state and social-public pedagogy (learning theories) as a contradiction between freedom and necessity;

Relative quantitative and qualitative changes in the process of forming a measure of moral and legal responsibility of a teacher;

Declarative and guaranteed rights of the teacher;

Essential and necessary in the process of material, moral and legal assessment of a teacher’s work;

Prospective and retrospective principles of education of moral and legal responsibility of a teacher.

Actually pedagogical contradictions appear between:

The purpose and means of moral and legal responsibility of the teacher;

Legal and moral-volitional qualities of the individual;

The individual style of the teacher and the established traditions of the teaching staff;

Absolutization of knowledge of moral and legal acts and inadequate real moral and legal support for the implementation of this knowledge;

Quantitative determination of the scope of a teacher’s moral and legal responsibility and the absence of conditions for its implementation;

According to the teacher’s state of autonomy and dependence. Psychological, or personal, contradictions arise between:

The needs and impossibility of creative realization of the teacher’s personality;

Conscious and unconscious in understanding the moral and legal responsibility of a teacher;

Moral and legal norms and value orientations of the teacher’s personality;

Scientific and everyday levels of moral and legal responsibility;

Positive and negative influences of the team in instilling moral and legal responsibility of the teacher.

Ways to resolve contradictions in the formation of a teacher’s moral responsibility should be sought based on an analysis of the causes of their occurrence and the creation of real conditions for overcoming them.

In order to improve educational work in educational institutions, it is advisable to direct efforts to solve the following problems:

1) at the pre-university stage, create a system of vocational guidance and selection of young people for professional activities, which takes into account not only the child’s vocation for the chosen activity, but also a certain level of development of his abilities, inclinations and intuition. From the point of view of pedagogical prognostics, this requires the creation of special research centers with the involvement of many scientists and trainees; development of professional selection programs taking into account differentiation and integration of knowledge, etc.;

2) at the university stage, the main attention should be focused not so much on ensuring that the student learns the necessary information and develops certain skills, but on developing the need for action, a constant desire for professional growth. Under such conditions, it is necessary to train future teachers to model pedagogical situations, apply knowledge in the process of solving practical problems and improving teaching practice. This requires thorough and comprehensive psychological and pedagogical preparation;

3) at the stage of professional training, the most important are the self-realization of the teacher, his practical ability to use knowledge and moral and legal intuition in order to humanize the process of learning, development and upbringing of the child. A teacher who has been in a situation of moral and legal nihilism and lack of rights for a long time loses not only his responsibility, but also the ability to form it among students, and cannot navigate in determining relationships with students and colleagues. He ceases to actively act both at the level of intuition and at the level of logic. Humanization and democratization will overcome this condition, creating a meritocratic society in which the opportunity to obtain a respectable position, material and social protection depends on the level of education, abilities, talent, culture and humanity of the individual.

So, the teacher is the subject of moral responsibility, which is embodied in choosing a decision between various options for the appropriate action, and the presence of socio-pedagogical and personal contradictions ensures the dynamics of this responsibility.