# TEACHER SHORTAGE IN ARMENIA: THE GROWING CHALLENGE

Shushan Movsisyan

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## To cite this version:

Shushan Movsisyan. TEACHER SHORTAGE IN ARMENIA: THE GROWING CHALLENGE. AMBERD Bulletin, 2022, 6, pp.72-80. 10.52174/2579-2989_2022.6-72. hal-04081202

HAL Id: hal-04081202

https://hal.science/hal-04081202

Submitted on 29 Aug 2023

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# TEACHER SHORTAGE IN ARMENIA: THE GROWING CHALLENGE

DOI: 10.52174/2579-2989_2022.6.72

**Keywords:** teacher shortage, low salary, teaching profession

Teacher shortage is an issue in many countries of the world, including developed economies. Armenia also faces teaching staff shortage, which is mainly manifested in the form of a shortage of teachers in small rural areas, in specific subjects, as well as in an aging staff.

The paper aims at studying the factors that make the profession of teacher non-attractive. In Armenia, the main reasons for leaving teaching are relatively low salary, lack of opportunities for professional growth, requirements of accountability, high workload.

Qualified, skilled and motivated teachers are the backbone of providing high quality education. Due to several challenges in teaching profession, currently the world has faced a serious teacher shortage problem. Teacher shortage is an issue in many countries of the world, including developed economies (the USA, Great Britain, Netherlands, France, etc.). Some countries are adopting new recruitment strategies, including the increased use of contract teachers<fnref n="1" />. For example, in 2022-2023 academic year to fill vacant positions France recruited contract teachers that will be trained over four days<fnref n="2" />.

According to UNESCO report published in October, 2022, the reasons for teacher attrition are lack of financial incentives, poor working conditions, heavy workloads, lack

<figure><img src="image_3.png" /><figcaption>Shushan MOVSISYAN</figcaption></figure>

Expert at ASUE “AMBERD” Research Center

She holds a Master's degree in International Economic Relations from the Armenian State University of Economics. She has been a PhD student since 2016. She joined AMBERD Research Center as a junior researcher in 2014 and currently she is an expert at AMBERD. She is an author and co-author of 9 scientific works.

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ORCID - https://orcid.org/0000-0001-7669-8626

<footnote n="1">¹ Transforming education from within: current trends in the status and development of teachers; World Teachers' Day 2022, 35 p., https://unesdoc.unesco.org/ark:/48223/pf0000383002</footnote>

<footnote n="2">² France to fast-track training of school teachers to fill 4,000 vacancies, 25/08/2022, https://www.rfi.fr/en/france/20220825-france-to-fast-track-training-of-school-teachers-to-fill-4-000-vacancies</footnote>
of preparation, poor administrative support, poorly designed classrooms and a lack of teaching resources etc. The main reasons why teachers quit may vary by country, but in general, the relatively low salary of teachers is the core issue. Both in many high income and middle- or low-income counties primary school teachers' salary is not competitive compared to salaries of those of other professions. In the developed world, Singapore, Spain and the Republic of Korea pay more to teachers (1.39, 1.25 and 1.24 times the salary of other professionals)<fnref n="3" />.

In addition to low salary, teaching has changed “from a job with high added social value, prestige, to a form of uncertainty in the mission”. Another challenge is the lack of support in dealing with stress and workload associated with teaching. High workload, policy changes and accountability pressure are considered the main reasons for attrition of teachers<fnref n="4" />.

All the above-mentioned challenges make the teacher profession unappealing. As a result, teacher shortage is manifested in teacher leaving the job, on the one hand, and in decline in the number of people receiving pedagogical education, on the other hand.

In order to understand the complexity of the issue in the Republic of Armenia, we first need to study the teacher-pupil ratio, which is one of the main indicators that characterize the availability of teaching staff. According to the Statistical Committee of the Republic of Armenia, pupil-teacher ratio was 13.3 in 2021-2022 academic year<fnref n="5" />. Note that in European countries in primary and secondary level of education pupil-teacher ratio was 12.9 in 2019⁶. In low-income countries the teacher has an average of 52 pupils per class at primary level<fnref n="7" />. Therefore, we can conclude, that teacher-pupil ratio in Armenia is quite good compared to other countries. Moreover, in the previous decade, this ratio was even smaller: for example, the teacher has 9 pupils in class in 2011⁸. The situation arose primarily because the number of pupils was decreasing at a faster rate than the number of teachers. Pupil-teacher ratio has increased as a result of the optimization programs of the Armenian government.

At first glance, it may seem that the smaller the number of pupils per teacher the better. However, very low ratio indicates that part of the teachers in Armenia is underloaded.

But that is not the whole story. The

<figure><img src="image_5.png" /><figcaption>The age structure of teachers, 2021/2022 academic years</figcaption></figure>

FIGURE 1

The age structure of teachers, 2021/2022 academic years

<footnote n="3">³ Transforming Education from Within: Current Trends in the Status and Development of Teachers; World Teachers' Day 2022, 35 p., https://unesdoc.unesco.org/ark:/48223/pf0000383002</footnote>

<footnote n="4">⁴ Teacher Shortages Worry Countries Across Europe, 30/11/2022, https://www.euronews.com/my-europe/2022/11/30/teacher-shortages-worry-countries-across-europe</footnote>

<footnote n="5">⁵ Stephen Gorard, Ourania Maria Ventista, Rebecca Morris & Beng Huat See (2021): Who Wants to be a Teacher? Findings from a Survey of Undergraduates in England, Educational Studies, DOI: 10.1080/03055698.2021.1915751</footnote>

<footnote n="6">⁶ http://appsso.eurostat.ec.europa.eu/nui/submitViewTableAction.do</footnote>

<footnote n="7">⁷ World Teachers' Day: UNESCO sounds the alarm on the global teacher shortage crisis, 5 October 2022, https://www.unesco.org/en/articles/world-teachers-day-unesco-sounds-alarm-global-teacher-shortage-crisis</footnote>

<footnote n="8">⁸ Information System of Education Management, https://reports.emis.am/#/schools-static-reports/am</footnote>
<figure><img src="image_6.png" /><figcaption>FIGURE 3</figcaption></figure>

The number of teacher vacancies according to the subjects taught, as of 27.11.2022

<caption>TABLE 1</caption>

The growth rate of the number of teachers by the subjects taught

<table><thead><tr><td>Subject</td><td>Growth rate of the number of teachers in ac. year 2020-2021</td><td>Growth rate of the number of teachers in ac. year 2021-2022</td></tr></thead><tbody><tr><td>1 Mathematics</td><td>-0.2%</td><td>-2.1%</td></tr><tr><td>2 Physics</td><td>-0.5%</td><td>-3.5%</td></tr><tr><td>3 Chemistry</td><td>-0.5%</td><td>-8.3%</td></tr><tr><td>4 Informatics</td><td>-3.5%</td><td>-8.5%</td></tr><tr><td>5 Geography</td><td>1.7%</td><td>-5.9%</td></tr><tr><td>6 Biology</td><td>3.9%</td><td>-5.1%</td></tr><tr><td>7 Armenian Language and Literature</td><td>9.3%</td><td>6.0%</td></tr><tr><td>8 History</td><td>-0.6%</td><td>-1.7%</td></tr><tr><td>9 Russian Language and Literature</td><td>2.9%</td><td>-3.2%</td></tr><tr><td>10 English</td><td>2.0%</td><td>-0.6%</td></tr><tr><td>11 Social Sciences</td><td>-2.2%</td><td>3.2%</td></tr><tr><td>12 Physical Education</td><td>3.4%</td><td>-2.1%</td></tr><tr><td>13 Singing, Music</td><td>5.5%</td><td>-1.4%</td></tr><tr><td>14 Fine Art</td><td>6.5%</td><td>-2.1%</td></tr><tr><td>15 Initial Military Training and Safe Life Activity</td><td>-15.7%</td><td>-26.7%</td></tr><tr><td>16 History of the Armenian Church</td><td>13.8%</td><td>-3.7%</td></tr><tr><td>17 French</td><td>3.0%</td><td>-2.1%</td></tr><tr><td>18 German</td><td>1.4%</td><td>-3.8%</td></tr><tr><td>19 Other Language</td><td>31.0%</td><td>-18.4%</td></tr><tr><td>20 Technology</td><td>-1.7%</td><td>-4.4%</td></tr><tr><td>21 Chess</td><td>-1.0%</td><td>-7.9%</td></tr><tr><td>22 Technical Drawing</td><td>0.0%</td><td>50.0%</td></tr><tr><td>23 Class teacher</td><td>-2.6%</td><td>-3.2%</td></tr></tbody></table>
Technology and Chess. In the 2021/2022 academic year, the number of teachers of all subjects has declined, except for the teachers of Armenian Language and Literature, Social Sciences and Technical Drawing. Hence, it can be assumed that the teacher attrition is a general problem.

However, growth rate indicators do not form a complete picture of particular subjects, where there is a shortage of teachers in the country. For this reason, we have studied the number of schools in each region and compared it with the number of teachers of a particular subject in that region (Appendix 1).

The number of teachers of Mathematics, Armenian Language and Literature, Physical Education, Russian Language and Literature is more than the number of schools in each region, therefore, we can conclude that each school has a teacher of these subjects. The number of history teachers is slightly lower than the number of schools only in two regions - Vayots Dzor and Syunik. In Syunik region there are 117 schools and 115 history teachers, in Vayots Dzor 48 schools and 44 history teachers. We skip the analysis of foreign languages, as foreign language taught in each school can be different. The number of teachers of all other subjects is smaller than the number of schools both in the regions and in Yerevan. The situation in Yerevan is a little different. It should be taken into account that one teacher can teach in several schools of Yerevan without any difficulties, especially in case of those subjects (singing and music, fine arts, technology) with small weekly class hours. The problem is acute in regions, especially in small villages, where schools are far from each other and poor transport infrastructure does not make teaching in several schools possible and profitable. There are almost no teachers for Technical Drawing. In the whole republic there are only 12 teachers of the respective subject, 10 of them teach in Yerevan, one in Lori and one in Shirak region. The situation connected with the

teaching of the subject "Initial Military Training and Safe Life Activity" is also alarming. In Aragatsotn region there is only one teacher of the above-mentioned subject, when there are 121 schools in the region. The situation in other regions is not much different: 48 schools of Vayots Dzor have 5 teachers, 120 schools of Armavir region have 6 teachers and 117 schools of Syunik have 6 teachers of the "Initial Military Training and Safe Life Activity" subject, etc. The number of teachers of Physics, Chemistry, Biology and Geography is less than the number of schools in all regions and in Yerevan. The situation is particularly difficult in Syunik region, where the number of teachers of the above-mentioned subjects is less than half of the number of schools. 57 Physics, 44 Chemistry, 51 Biology and 46 Geography teachers teach in 117 schools of Syunik region. The number of Social Sciences teachers is equal to 10-20% of the number of schools.

Thus, the number of those who leave the teaching profession is increasing, on the other hand, the number of those entering university to get a qualification of a teacher is declining. In order to find out the factors that make the teacher's profession uncompetitive in Armenia, we conducted a survey among individuals having pedagogical qualification. Surveys of people with teacher qualifications will allow us to understand the factors under the influence of which people quit teaching or, having the qualification of a teacher, have never been a teacher.

The survey is not representative, it has a cognitive character. One third of teachers in Armenia are graduates of the State Pedagogical University of Armenia<fnref n="10" />. YSU graduates are also able to obtain pedagogue's qualification along with the professional one<fnref n="11" />. Since it is not possible to find out the entire population of individuals with teacher qualification, the most effective way is conducting internet surveys. Internet access is quite high in Armenia¹² and, therefore, has a minimal impact on the

<footnote n="10">¹⁰ Armenia. Teacher Profile and Policies, 2021, 87 p. https://documents1.worldbank.org/curated/en/196931619675110826/pdf/Armenia-Teacher-Profile-and-Policies.pdf?cid=ECA_FB_Armenia ARM_EXT</footnote>

<footnote n="11">¹¹ The Problem of Pedagogue's Qualification was Clarified, 14.03.2017, http://ysu.am/sc/hy/1489483395</footnote>
<table><caption>TABLE 2
Are you currently teaching?</caption><thead><tr><th></th><th></th><th>Frequency</th><th>Percent</th><th>Valid percent</th></tr></thead><tbody><tr><td rowspan="2">Valid</td><td>Yes</td><td>20</td><td>19.4</td><td>39.2</td></tr><tr><td>No</td><td>31</td><td>30.1</td><td>60.8</td></tr><tr><td></td><td>Total</td><td>51</td><td>49.5</td><td>100.0</td></tr><tr><td>Missing Total</td><td>Legal skip</td><td>52</td><td>50.5</td><td></td></tr><tr><td></td><td></td><td>103</td><td>100.0</td><td></td></tr></tbody></table>

results of the survey. The data were obtained through a survey of people registered on LinkedIn and Facebook, who indicated the State Pedagogical University of Armenia, Gyumri State Pedagogical Institute, Vanadzor Pedagogical Institute as their educational institution. The questionnaires were sent to 200 people, 103 of them participated in the survey. 89.3% of them are female. It should be noted, that 89.2% of teachers were women in academic year 2021/22. Also, 86.1% of those admitted to the State Pedagogical University of Armenia in the 2022-2023 academic year are female.

Half (50.5%) of the respondents have never worked as a teacher. And about 61% of those who have ever worked as a teacher have already left that job. To put it in another way, 19.4% of the respondents are currently working as teachers, 30.1% have left the job of a teacher and the other 50.5% have never taught. At the same time, most of the teachers do not intend to change their jobs.

The respondents who have never worked as a teacher when asked "what are the reasons for not working as a teacher?" most often answered "low salary" (36.5%), "I have continued my education in another profession and I work in another profession" (34.6%) and "I did not want to work as a teacher" (25.0%). In fact, teacher education often serves as a springboard to prepare for careers in other fields. Some of them do not teach the subject, but work in the field of that subject. For example, "I am working as an ichthyologist/biologist, which is also a part of my profession due to scientific orientation".

So, we can conclude, that a part of the students, who enter the pedagogical university, does not initially have an intention to be a teacher, but to learn the subject (for example, they want to learn English, not to become a teacher of English).

It is even more important to understand the motivations of those who have left the teaching profession or are planning to do it.

## Reasons for leaving the teaching job, multiple response, (N of answers, % of cases)

<figure><img src="image_7.png" /><figcaption>FIGURE 4
What are the reasons for leaving the teaching job?</figcaption></figure>

<footnote n="12">¹² https://armstat.am/file/article/sv_03_21a_6200.pdf</footnote>
Reasons for not working as a teacher, multiple response
(N of answers, % of cases)

<figure><img src="image_8.png" /><figcaption>FIGURE 5</figcaption></figure>

<figure><img src="image_9.png" /></figure>

What are the reasons for leaving the teaching job?

The most common reasons for leaving the job of a teacher are “low salary” (58.1%), “lack of opportunities for professional growth” (41.9%) and “getting a job with better conditions” (41.9%). Among other reasons, “the lack of technical equipment in schools”, “outdated textbooks”, “a large amount of useless paperwork”, “relations with the parents of pupils”, “superiors and elderly teachers, who do not accept young graduates” were mentioned.

Those, who have an intention to leave teaching, present the same reasons: low salary, lack of opportunities for professional growth and moving to a better job. The core issue is the uncompetitive, relatively very low pay.

Thus, it can be concluded that although the student-teacher ratio in Armenia is quite good compared to other countries, but it is mostly due to a faster rate of decline in the number of school aged population. In Armenia there is a shortage of teachers due to the uneven territorial distribution of teachers. The unfavorable age composition of teachers will create serious problems in the coming years. According to the results of the admission at the Armenian State Pedagogical University, 1156 places remained vacant in 2022¹³. The teaching profession is not attractive and people do not want to

become teachers. Even some of those receiving pedagogical education do not consider the work of a teacher as a career. The main reason is relatively low salary. The other reasons influencing that decision are lack of opportunities for professional growth, requirements of accountability, work-related stress, etc.

As a solution to the problem, the following can be considered:

1. in case of some subjects, the expansion of distance learning. This can be a very effective solution, especially in small rural areas, where the number of pupils is small and the teacher cannot objectively have a full-time workload;

2. providing support for teaching in rural areas, e.g. accommodation, transport, etc;

3. providing targeted scholarships to pedagogical students, provided that after graduation they will teach in a certain region for a certain period of time;

4. in the near future, artificial intelligence can completely change the education system. But it will take time for developing countries like Armenia to turn to innovative forms of education. Therefore, it is necessary to take measures to bring young generation to this sector, primarily by providing attractive salaries.

<footnote n="13">13 The vacant places of the universities have not been filled. Summary, 30.07.22, https://www.usanogh.am/krtutyun/tapur-tex-buh-dimord/</footnote>
The number of teachers of a particular subject in the regions of Armenia,
academic year 2021-2022

<table><thead><tr><th rowspan="2"></th><th colspan="2">Yerevan</th><th colspan="2">Aragatsotn</th><th colspan="2">Ararat</th><th colspan="2">Armavir</th><th colspan="2">Gegharkunik</th><th colspan="2">Lori</th><th colspan="2">Kotayk</th><th colspan="2">Shirak</th><th colspan="2">Syunik</th><th colspan="2">Vayots Dzor</th><th colspan="2">Tavush</th></tr><tr><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th><th>Number of teachers</th><th>Number of students</th></tr></thead><tbody><tr><td>Armenian Language and Literature</td><td>856</td><td>252</td><td>247</td><td>121</td><td>271</td><td>112</td><td>302</td><td>120</td><td>293</td><td>124</td><td>298</td><td>163</td><td>285</td><td>100</td><td>343</td><td>163</td><td>182</td><td>117</td><td>72</td><td>48</td><td>157</td><td>82</td></tr><tr><td>Mathematics</td><td>802</td><td></td><td>199</td><td></td><td>236</td><td></td><td>272</td><td></td><td>272</td><td></td><td>275</td><td></td><td>237</td><td></td><td>338</td><td></td><td>160</td><td></td><td>67</td><td></td><td>138</td><td></td></tr><tr><td>Physics</td><td>237</td><td></td><td>71</td><td></td><td>86</td><td></td><td>93</td><td></td><td>95</td><td></td><td>113</td><td></td><td>88</td><td></td><td>116</td><td></td><td>57</td><td></td><td>24</td><td></td><td>55</td><td></td></tr><tr><td>Chemistry</td><td>199</td><td></td><td>52</td><td></td><td>66</td><td></td><td>89</td><td></td><td>82</td><td></td><td>79</td><td></td><td>70</td><td></td><td>92</td><td></td><td>44</td><td></td><td>17</td><td></td><td>48</td><td></td></tr><tr><td>Biology</td><td>215</td><td></td><td>75</td><td></td><td>86</td><td></td><td>88</td><td></td><td>94</td><td></td><td>101</td><td></td><td>80</td><td></td><td>117</td><td></td><td>51</td><td></td><td>26</td><td></td><td>53</td><td></td></tr><tr><td>History</td><td>473</td><td></td><td>129</td><td></td><td>164</td><td></td><td>191</td><td></td><td>176</td><td></td><td>190</td><td></td><td>150</td><td></td><td>201</td><td></td><td>115</td><td></td><td>44</td><td></td><td>98</td><td></td></tr><tr><td>History of the Armenian Church</td><td>103</td><td></td><td>46</td><td></td><td>41</td><td></td><td>40</td><td></td><td>35</td><td></td><td>36</td><td></td><td>40</td><td></td><td>36</td><td></td><td>16</td><td></td><td>10</td><td></td><td>19</td><td></td></tr><tr><td>Geography</td><td>219</td><td></td><td>72</td><td></td><td>87</td><td></td><td>102</td><td></td><td>99</td><td></td><td>93</td><td></td><td>86</td><td></td><td>112</td><td></td><td>46</td><td></td><td>19</td><td></td><td>49</td><td></td></tr><tr><td>Social Sciences</td><td>58</td><td></td><td>17</td><td></td><td>15</td><td></td><td>17</td><td></td><td>25</td><td></td><td>21</td><td></td><td>16</td><td></td><td>32</td><td></td><td>5</td><td></td><td>3</td><td></td><td>18</td><td></td></tr><tr><td>Physical Education</td><td>474</td><td></td><td>133</td><td></td><td>164</td><td></td><td>177</td><td></td><td>145</td><td></td><td>162</td><td></td><td>172</td><td></td><td>214</td><td></td><td>103</td><td></td><td>52</td><td></td><td>89</td><td></td></tr><tr><td>Singing, Music</td><td>257</td><td></td><td>25</td><td></td><td>49</td><td></td><td>88</td><td></td><td>44</td><td></td><td>26</td><td></td><td>67</td><td></td><td>44</td><td></td><td>29</td><td></td><td>15</td><td></td><td>42</td><td></td></tr><tr><td>Fine Art</td><td>163</td><td></td><td>25</td><td></td><td>24</td><td></td><td>34</td><td></td><td>33</td><td></td><td>24</td><td></td><td>40</td><td></td><td>18</td><td></td><td>21</td><td></td><td>11</td><td></td><td>22</td><td></td></tr><tr><td>Initial Military Training and Safe Life Activity</td><td>31</td><td></td><td>1</td><td></td><td>8</td><td></td><td>6</td><td></td><td>13</td><td></td><td>20</td><td></td><td>8</td><td></td><td>21</td><td></td><td>6</td><td></td><td>5</td><td></td><td>7</td><td></td></tr><tr><td>Russian Language and Literature</td><td>809</td><td></td><td>178</td><td></td><td>216</td><td></td><td>255</td><td></td><td>246</td><td></td><td>240</td><td></td><td>232</td><td></td><td>264</td><td></td><td>140</td><td></td><td>63</td><td></td><td>139</td><td></td></tr><tr><td>English</td><td>796</td><td></td><td>98</td><td></td><td>135</td><td></td><td>179</td><td></td><td>136</td><td></td><td>176</td><td></td><td>172</td><td></td><td>171</td><td></td><td>104</td><td></td><td>39</td><td></td><td>83</td><td></td></tr><tr><td>Informatics</td><td>130</td><td></td><td>27</td><td></td><td>36</td><td></td><td>31</td><td></td><td>45</td><td></td><td>48</td><td></td><td>39</td><td></td><td>32</td><td></td><td>9</td><td></td><td>9</td><td></td><td>26</td><td></td></tr><tr><td>Technology</td><td>217</td><td></td><td>62</td><td></td><td>77</td><td></td><td>93</td><td></td><td>82</td><td></td><td>67</td><td></td><td>73</td><td></td><td>78</td><td></td><td>29</td><td></td><td>15</td><td></td><td>45</td><td></td></tr><tr><td>Class teacher</td><td>164</td><td></td><td>5</td><td></td><td>436</td><td></td><td>544</td><td></td><td>607</td><td></td><td>489</td><td></td><td>566</td><td></td><td>550</td><td></td><td>561</td><td></td><td>378</td><td></td><td>310</td><td></td></tr><tr><td>Chess</td><td>137</td><td></td><td>27</td><td></td><td>36</td><td></td><td>43</td><td></td><td>45</td><td></td><td>54</td><td></td><td>38</td><td></td><td>41</td><td></td><td>31</td><td></td><td>8</td><td></td><td>17</td><td></td></tr><tr><td>Technical Drawing</td><td>10</td><td></td><td>0</td><td></td><td>0</td><td></td><td>0</td><td></td><td>0</td><td></td><td>1</td><td></td><td>0</td><td></td><td>1</td><td></td><td>0</td><td></td><td>0</td><td></td><td>0</td><td></td></tr></tbody></table>

REFERENCES

1. 3500 teachers are over 65, the number of teachers decreased by 877 in one year. Serob Khachatryan, 13 July, 2022, https://www.aravot.am/2022/06/13/1273872/

2. Armenia. Teacher Profile and Policies, 2021, 87 p, https://documents1.worldbank.org/curated/en/196931619675110826/pdf/Armenia-Teach-er-Profile-and-Policies.pdf?cid=ECA_FB_Arme-nia ARM_EXT

3. France to Fast-track Training of School Teachers to Fill 4,000 Vacancies, 25/08/2022, https://www.rfi.fr/en/france/20220825-france-to-fast-track-training-of-school-teachers-to-fill-4-000-vacancies

4. Information System of Education Management, https://reports.emis.am/#/schools-static-reports/am

5. Stephen Gorard, Ourania Maria Ventista, Rebecca Morris & Beng Huat See (2021): Who Wants to Be a Teacher? Findings from a Survey of Undergraduates in England, Educational Studies, DOI: 10.1080/03055698.2021.1915751

6. Teacher Shortages Worry Countries Across Europe, 30/11/2022, https://www.euronews.com/my-europe/2022/11/30/teacher-shortages-worry-countries-across-europe

7. The Activity of Public Educational Institutions in the 2021/2022 Academic Year,
https://armstat.am/file/article/sv_03_22a_5130.pdf

8. The Problem of Pedagogue's Qualification was Clarified, 14.03.2017, http://ysu.am/sc/hy/1489483395

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https://unesdoc.unesco.org/ark:/48223/pf0000383002

11. World Teachers' Day: UNESCO Sounds the Alarm on the Global Teacher Shortage Crisis, 5 October 2022, https://www.unesco.org/en/articles/world-teachers-day-unesco-sounds-alarm-global-teacher-shortage-crisis

12. http://appsso.eurostat.ec.europa.eu/nui/submit-ViewTableAction.do

13. https://armstat.am/file/article/sv_03_21a_6200.pdf

Շուշան ՄՈՎԻՍՅԱՆ
ՀՏՏ «Ամբերդ» հետազոտական կենտրոնի փորձագեր

ԿՐԹՈՒԹՅՈՒՆ, ՆՈՐԱՐԱՐՈՒԹՅՈՒՆ, ԳԻՏԵԼԻ ՕԲРАЗОВАНИЕ, ИННОВАЦИИ, ЗНАНИЯ

ՈՒՍՈՒՑԻՉՆԵՐԻ ՊԱԿԱՍԸ ՀԱՅԱՍՏԱՆՈՒՄ. ԱՃՈՂ ՄԱՐՏԱՀՐԱՎԵՐ

Ուսուցիչների պակաս կա աշխարհի բազմաթիվ, այդ թվում՝ զարգացած երկրներում։ Հայաստանում այդ երևույթը դրսևորվում է հիմնականում մեծահասակ կադրերի գզալի մասնաբաժնով, իսկ փոքր գյուղական շրջաններում՝ որոշ առարկաների գծով մասնագետների պակասով։

Հոդվածում փորձ է արվել պարզելու այն գործոնները, որոնք մանկավարժի մասնագիտությունը դարձնում են ոչ գրավիչ։ Հայաստանում ուսուցչի աշխատանքից հրաժարվելու հիմնական պատճառներն են հարաբերականորեն ցածր վարձատրությունը, մասնագիտական մաճի հնարավորությունների բացակայությունը, հաշվետվողականության պահանջները, աշխատանքային մեծ բեռնվածությունը։

Հիմնաբառեր. ուսուցիչների պակաս, ցածր աշխատավարձ, մանկավարժի որակավորում

Шушан МОВСИСЯН
Эксперт исследовательского центра «Амберд», АГЭУ

ОБРАЗОВАНИЕ, ИННОВАЦИИ, ЗНАНИЯ

НЕХВАТКИ УЧИТЕЛЕЙ В АРМЕНИИ: РАСТУЩАЯ ПРОБЛЕМА

Нехватка учителей является проблемой во многих странах мира, в том числе и в развитых странах. В Армении также наблюдается нехватка преподавательских кадров, которая в основном проявляется в виде нехватки учителей в небольших сельских районах, по отдельным предметам, а также в старении кадров.

В статье изучаются факторы, которые делают профессию учителя непривлекательной. В Армении основными причинами ухода из преподавательской деятельности являются относительно низкая заработная плата, отсутствие возможностей для профессионального роста, изменение требований, высокая нагрузка.

Ключевые слова: нехватка учителей, низкая заработная плата, профессия учителя