Research Competence of a Modern Teacher as aFactor in Improving the Quality of Education

Abstract

The article presents a comprehensive theoretical and empirical analysis of the research competence of amodern teacher as an integral component of professional activity and a key factor in improving the quality of education.Based on the generalization of scientific approaches and the results of modern psychological and pedagogical research,the content of the concept of “research competence” is clarified, its five-component structure is determined, and the roleof the psychological characteristics of the teacher – temperament type, internal motivation, reflexivity – is substantiatedin forming readiness for research activities. An empirical study conducted among 10 teachers of general secondaryeducation institutions made it possible to quantitatively assess the level of formation of professional competencies. Itwas found that the highest average indicators are observed in communicative and methodological competencies, whiledigital, inclusive, managerial and especially research competencies require significant development. Analysis ofindividual psychological characteristics showed that 54% of respondents have an extroverted type of temperament,which correlates with higher communicative and organizational indicators, while 46% of introverts demonstrate higheranalytical and methodological abilities. Correlation analysis confirmed the presence of statistically significantrelationships between research competence and internal professional motivation, as well as its moderate relationshipwith methodological competence. Economic and mathematical modeling allowed us to formalize the level of researchcompetence as an integral indicator and assess its impact on the effectiveness of pedagogical activity. It was found thatan increase in the integral index of research competence by 0.1 conventional unit causes an increase in pedagogicalresults by an average of 8-12%, which confirms the importance of research activity for improving the quality ofeducation. Based on the data obtained, an author’s three-component model of the development of research competenceis proposed, which involves the integration of research practices into the content of pedagogical education, the creationof school laboratories and professional communities, and the formation of a system of motivational incentives. It isconcluded that the development of research competence is a strategic condition for the formation of a culture ofevidence-based learning, ensuring innovative development of schools, and improving the quality of education inUkraine.