Keyword: «general education school»

The relevance of this study is explained by the fact that the quality of school education is determined by the structure of teaching staff to a considerable extent. The following factors are investigated: teachers’ category (without category, first category, higher category), teachers’ age, work experience and job place (rural or urban). The response is the percentage of teachers working in each segment, determined by a combination of the factors levels. The multifactorial analysis of variance revealed the significance of factors and their interactions. The study involved all schools of Krymsk district, Krasnodar region, 1100 teachers in all.

The article reveals the organizational structure of innovation management in secondary schools, outlines ways to coordinate the actions of participants in the educational process in matters of innovation in an educational organization. As the main factors of successful management of innovative activities of the teaching staff, the author highlights: goal setting, subject-subject interaction, consistency of participants, high professional competence of the teaching staff.

The article analyzes the state of cadet education in Russia. The relevance of studying the problem of children's adaptation to a new status in cadet schools or boarding schools is associated with the need for socio-psychological support of pupils in the process of mastering new social roles, accepting a new social status, and establishing a system of interpersonal relations in the team. It is more sparing to study in cadet classes in general education schools, where middle and high school students stay in the institution only during lessons and additional classes, while they spend the remaining time at home with their family. Such a "dualistic" position of students of cadet classes, connected, on the one hand, with the paramilitary way of their education, and, on the other, with home living, puts them between students of cadet corps/colleges/boarding schools and students of general education schools. However, the psychological aspects of such education have not been sufficiently studied.