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An empirical study of factors affecting the adaptation process of military university teachers

First of all, we note that under the factor in our study we mean a separate reason that affects adaptation, determining its individual components and (or) their nature and properties. The whole complex of factors, thus, forms the adaptive readiness of teachers and employees of higher military schools for professional and pedagogical activities.

Of greatest scientific interest is not a single factor, but their rather complete set. This is due to the fact that taking into account one, even the most significant factor, for example, the specifics of a military university cannot provide exhaustive and objective scientific knowledge.

The choice of factors should be based on optimally justified conditions. In our opinion, those factors that directly or indirectly affect the professional adaptation of research objects and subjects are subject to accounting. The identified factors can be further grouped into blocks according to similar characteristics and the nature of the impact on adaptation and the formation of adaptive readiness of the teaching staff of a military university.

Based on the results already available on the factor analysis of the adaptation of teachers of civilian universities, we will modernize them taking into account the specifics of the activities of teachers of military universities. As a starting position, we use the systematization of adaptation factors, which was proposed by V.T. Aschepkovym (tab. 8). The author claims that a complete account of 22 personality and 26 social factors can give objective knowledge about the conditions of the adaptation process of a university teacher.

Without contradicting this statement and generally positively referring to the presented bank of factors, nevertheless, we will choose a slightly different approach to their classification and grouping. We group in blocks factors that are directly related to the professional activities of civilian teachers of military universities. The factors systematized in this way are ranked by the degree of their influence on the adaptation of teachers (Table 9).

Table 9

Adaptation factors for a civilian teacher at a military university



The analysis given in tab. 9 data indicates a number of mutually influencing features, namely:

• the specificity of a military university, which we define as an integral factor, has a dominant influence on the adaptation of civilian teaching staff of higher military schools

• The second and third places in the ranking of the blocks are occupied, respectively, by the peculiarities of the personnel structure and the system of adaptation and professional training of civilian pedagogical personnel of a military university;

• there is a need for a comprehensive scientific justification and educational and methodological support for the educational and adaptation process (based on the idea that the educational process itself is nothing but mutual adaptation of cadets and teachers, and the adaptation of students to their future profession).

Let's move on to the analysis of factors, which we will carry out on a quantitative and qualitative level. Let us also consider the possibilities of a reserve in the form of military organizational and pedagogical management and technology for professional selection of personnel.

1. The specifics of a military university as a generalized adaptation factor for civilian teachers. It is sufficiently covered by us in paragraph 1.2. (see p. 39) of the previous chapter.

2. Personnel characteristics (civilian teaching staff).

Without studying this issue, the research data would be incomplete. It took a comprehensive study of the personnel issue, which turned out to be multidimensional and large-scale. Given this circumstance, we will sequentially present a list and comment on the parameters characterizing the faculty of the Aviation Aviation Institute: age (Fig. 7), length of service (Tables 10, 11), education (Tables 12), qualifications (Tables 13).

2-a) In fig. 7, the age of civilian teachers is reflected in the following departments: physics and theoretical mechanics (a), mathematics (b), and foreign languages ​​(c). Analysis of the data shows the presence of characteristic "cathedral" features for each team.

So, for example, for the first of them (a) there was a lack of teachers - women. The distribution of men by age is relatively uniform, ranging from a trainee teacher (28 years old) to experienced retired workers (64 -67 years old).

The peak of a fairly stable and large in number of professional group of teachers aged about 54 years is noteworthy.

In general, age statistics for this team indicate that it is balanced. Both relatively young and more experienced subjects work here. The latter should have a beneficial effect on the adaptive inclusion of the first of them with reliance on the institution of mentors.

The peculiarity of the distribution of teaching staff in the team

(b) is a slightly larger proportion of teachers aged 27 - 35 years. However, in general, its homogeneity is higher than in the collective (a). For the department

(c) the presence of an age peak (28.6%) in the corresponding years is characteristic (40 - 41). The general situation is similar to case (b).

As for the gender structure of the examined groups, it is clearly not harmonized. This was especially pronounced in the form of the absence of female teachers in the department (a) and the almost complete absence of men in the department (c). These research results must be taken into account when rotating personnel and conducting professional selection of new employees.

2-b) The following important factors have undoubted interest in adaptation, professional and managerial relations: the seniority of teachers of civilian departments before working at the Aviation Aviation Institute (tab.
10) and the experience of their work in the Aviation Aviation Institute (tab. 11).

Analysis of these tables showed that the stratum of young teachers is significant. For example, 34% of men and 54% of women have worked at the Aviation Aviation Institute for only 1-2 years, which corresponds to the stage of initial adaptation, which is known in science as becoming.

Table 10

AVAI Civil Lecturers

(before working at the Aviation Aviation Institute). Slice 2000/2001 academic year





Table 11

Work experience of civilian teachers at ABAI

(slice 2000/2001 academic year)



In turn, this means an urgent need for their adaptive and professional training in a full inclusion program, which is further argued by the experimental data presented in the second chapter of this study.

2-c) Basic education as an adaptation factor is of fundamental importance. Teaching at a military university is based on professional knowledge, skills and abilities (subject matter + educator + scientist).

In this context, preference is given to teacher education received by teachers at classical and pedagogical universities and pedagogical institutes. In the table. 12 shows the results of a study of this factor.

Table 12

Basic education received by teachers

civilian departments of the Aviation Aviation Institute (slice 2001)



An analysis of the results of this part of our experimental work indicates that the vast majority of subject teachers were educated at pedagogical institutes in the North Caucasus: 83% (women) and 49% (men). There are much fewer specialists with university training (17% each). The same number of people who graduated from higher technical educational institutions (VTUZ) and military universities. As a rule, military retirees have retired military retirees who continue active work in the departments.

A characteristic feature is that there are no teachers at ABAI who studied at pedagogical universities.

The above data indicate the special importance of systematic adaptation and training. Taking into account the contribution of pedagogical institutes to the training of teachers, we nevertheless record the fact that they do not provide the knowledge and skills corresponding to the specifics of military universities. Significant efforts are needed to adapt a civilian teacher to the specifics of military higher education and all aspects of its manifestation in the educational process of a military university.

2-d) The scientific qualifications of the faculty of a military university as a whole and of a civilian in particular have a certain process significance (Table 13).

Table 13

Academic degrees and academic titles of teachers of civilian departments



AVAI (slice 20001)



Noteworthy are several facts:

• lack of teachers with advanced degrees - men (17%) and women (8.5%);

• threefold (for female teachers) difference between the number of associate professors (25.5%) and candidates of science (8.5%). For example, the academic title “Associate Professor” was obtained for other criteria (great pedagogical experience, methodological work), but without the presence of a degree;

• complete absence of doctors of sciences and professors. The latter circumstance indicates an acute shortage of

civilian departments of the Aviation Aviation Institute of teachers with advanced degrees. This situation holds back the front of necessary research, because Avai Aviation Institute has no clear scientific leaders; It forces us to put up with insufficient scientific training for half of the teachers who are employees of a military university. An analysis of the following grouped blocks of factors: “cadets' learning productivity” (3rd rank place) and others (4th – 7th) is given in the context of the results of the experimental work on the development of the communicative skills of the teacher in the next paragraph of the dissertation.



conclusions

1. Theoretical analysis showed that in the system of domestic higher professional education there is a rather complicated and acute problem between the modern capabilities of universities and the insufficiently prepared adaptation readiness of teachers and employees of the Russian Army for professional activities in military higher education. Systematized data on the formation of the adaptive readiness of civilian teachers for professional activities in a military university is clearly not enough. They need to comprehend already known theoretical concepts (for example, the Euler-Hayes topos concept, the author’s interpretation of which is carried out in this dissertation research) and experimental confirmation of their performance.

2. The specifics of military universities is the dominant external influence on the adaptation processes of the teaching staff of the Russian Army. It is due to the dual status of a military university, the essence of which is that it constantly and simultaneously functions both as a higher professional school and as a military unit.

3. Quantitatively-qualitative analysis within the framework of the “structure-content” of types and factors of adaptation showed that for the teaching staff of civil and military higher educational institutions there is a limited correlation of the subject-objective field and its process component.
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An empirical study of factors affecting the adaptation process of military university teachers

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