Development of Professional Competence of Teachers as A Factor of The Education Quality Management in Preschool Institutions

Abstract

The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable levels of professional competence (in the field of personal qualities, in the field of providing an informational basis for activity, and in the field of developing a program of activity and making pedagogical decisions). It creates guidelines for organizing in institutions the conditions necessary for the professional development of teachers, raising their qualifications, helping them not only understand the reasons for their professional difficulties, but also identify the essence of professional expectations of each employee.

A Literature Review on the Management of Preschool Teacher's Professional Competence Development in the 4.0 Industrial Revolution

“…Based on the findings of (Sugiarti et al, 2013), the implementation of technology in the capacity building of preschool educators through the Knowledge Management System seeks to investigate the challenges the preschool teachers encounter in capacity development, particularly educational and professional capacity. Information technology creates standards for organizing organizations to provide the necessary conditions for the professional growth of teachers, enhancing their qualifications and assisting by not only understanding the causes of career difficulties but also determining the nature of each career goal (Shnejder et al, 2020). it determines the success of educational system implementation in schools (Azam et al, 2014).…”

Designing and Validation of Self-Assessment Tool of Professional Competency and Its Psychometrics in the Administrators of Preschool Educational Centers

“…So far no tool has been developed to check the qualifications of the administrators of preschool educational centers in a comprehensive and integrated manner, although people in their research have used researcher-made tools to evaluation the competence of school administrators and preschool centers, but none of these tools have examined different aspects of competence, so the lack of tools Suitable for assessing the professional competency of preschool administrators is one of the main problems in the education system of the country ( 34 – 36 ).…”

Developing A Teacher Performance Model: The Impact Of Principal Support On Teacher Performance By Mediating Organizational Commitment, Teacher Competence, And Teacher Attitudes

“…The success of education is largely determined by the extent to which teachers are prepared to condition their students through teaching and learning activities (Maxwell et al, 2017;Serdyukov, 2017). However, the strategic position of teachers to improve the quality of educational outcomes is closely related to teaching abilities (Akiba et al, 2007;Geoffrey D. Borman, 2005), teacher attitudes (Yıldırım et al, 2016;Beyene & Tizazu, 2011), teacher competence (Fauth et al, 2019; (Shnejder et al, 2020)), leadership encouragement (Wulandari, 2020;Khaki, 2006) and teacher commitment (Kees de Jong, 2015; Mustafa Altun, 2017) in the school. This means that if the competence of teachers is oriented to a high level of performance and behave both these performance values, then the educational goals in the school concerned will increase.…”