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The teachers’ view on the problems of reforming boarding schools (based on the sociological survey)


The article presents the results of the analysis of the sociological survey among teachers of general education boarding schools on the problems of the educational work effectiveness with boarding school students and the reformation expediency of this type of educational establishments. The survey also revealed that the teachers express their confidence in the effectiveness of boarding school system in Ukraine (71,3%) and they are convinced in the high quality of education in their schools (88,9%).

The most important problems of boarding school are: wrongly planned reform of boarding school system (65,4%), a tendency to ignore the positive trends in boarding school activities and focus on their negative developments in the Ukrainian media (42,9%), insufficient funding of boarding schools (30,4%), contradictions between state policy in the area of education in boarding school and the reality (30,4%). The sociological survey showed that the respondents deny the growing crisis in boarding school system and that they also consider an exception those problematic situations which are strongly condemned by social activists and the mass media (an early sexual debut of boarding school students, forced child labor in boarding school, physical punishment of a student in cases of disobedience, bullying of younger students by the older ones, etc.). Teachers express their confidence that the education of children in a boarding school where they work has a positive influence on their students: it gives necessary knowledge and skills for their after-school life (91,2%) and stimulates personal growth (97,8%). Boarding school teachers disagree with the priorities of the expected boarding school reform. Only 0,9% of respondents support the liquidation of boarding school as educational institution and further implementation of inclusive education and homeschooling practices. Only 6,2% of teachers believe in possibility of boarding school students’ massive transfer to different types of Ukrainian families. According to the teachers’ opinion, the expected boarding school reform might lead to adverse consequences: the decline in rehabilitation services provided to children with special educational needs (58,3%) and their difficult socialization as a result of homeschooling (40%), unreadiness of Ukrainian citizens to accept orphaned children from boarding schools to their families (54,4%).

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