Questionnaire on class management readiness for future teachers

Abstract

Introduction. The relevance of the research is determined by the special role of the class teacher at the present stage of the development of Russian education. The preparation of future teachers at the university for implementing the social and pedagogical function of class management requires the development of new approaches to the educational process, in particular, the provision of informative diagnostic methods. Materials and methods. The study used a method of experimental modeling of the questionnaire on class management readiness. The basis for creating the questionnaire was the idea of the structural organization of readiness for class management: motivational and required, cognitive, activity, and emotional-reflexive components. Statistical methods: Spearman's rank correlation coefficient; cluster analysis. Results. The stimulating materials of the questionnaire were developed, consisting of four subscales, corresponding to the component composition of readiness for class management. The subscales of the questionnaire do not duplicate each other and have independent diagnostic value. Thus, all the rank correlation coefficients are significant at the level of 0.01; at the same time, there are no indicators close in modulus to 1. Significant correlations between the diagnostic results of each subscale and the final result of readiness for class management indicate the internal consistency of the entire questionnaire. Conclusion. The initial psychometric check of the questionnaire of future teachers' readiness for class management showed the admissibility of its use to assess this construct. The questionnaire makes up for the shortage of diagnostic tools for examining the readiness of university students to implement the educational function at school and can also be used to assess the effectiveness of some aspects of the educational process at university.