I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

advisors to the principal for educational work, professional deficiencies, educational activities, professional competencies, methodological support

The article is devoted to the analysis of professional deficiencies of advisors to the principal of educational work and interaction with children’s public associations (advisor to the principal) in educational organizations. The relevance of the study is determined, on the one hand, by the increasing role of educational activities in the context of updating of the Federal State Educational Standards and the establishment of a new pedagogical position within the general education system and, on the other hand, by the need for scientific and methodological support for teaching staff occupying this position. Identification and systematization of professional deficiencies is the basis for making the necessary pedagogical and managerial decisions in improving the professional qualities of principals to the director.

The methodological basis for the study of professional deficiencies is a set of approaches, principles and methods that ensure the objectivity, consistency and practical applicability of the results. The empirical part was implemented through questionnaires, competency-based interviews, analysis of digital footprints, observation of activities, content analysis, and a summary of the results of advisors’ activities in general education organizations of the Volga Federal District. The diagnostic tools were developed based on the regulatory requirements set out in official normative documents.

As a result, uneven development of professional competencies was identified, problem areas and typical professional deficiencies were determined. Research shows that there is a persistent gap between the required and actual level of proficiency in current methodologies, technologies, and subject knowledge among the advisors to the principal. The necessity of transition from fragmented forms of professional development to a systematic model of methodological support for the professional community is justified.

Tupitsin, Evgeniy Aleksandrovich – Post-graduate Student of the Department od Pedagogy and Psychology, I. Yakovlev CHSPU, Cheboksary, Russia, https://orcid.org/0009-0001-9049-5662, 89307014760@mail.ru

Ivanov, Vladimir Nikolaevich – Doctor of Pedagogics, Professor, Vice-Rector for Research and Innovation, I. Yakovlev CHSPU, Cheboksary, Russia, https://orcid.org/0000-0002-3049-7252, nauka@chuvgpu.ru