In recent years, the continuous change in teaching staff in remote district and village schools has manifested itself as a disturbing trend in the education system. A significant portion of educators who successfully pass the Teacher Recruitment (MİQ) and certification exams are appointed to regional schools in the initial stage. While this is considered a necessary step for staffing regional schools, on the other hand, the fact that most of these teachers attempt to transfer to schools they deem more favorable by re-taking exams after a few years creates serious problems. Consequently, the teaching staff in some schools is renewed almost every year, which leads to a disruption of stability in the educational process.
In a statement to Modern.az, Elnara Akimova, a member of the Science and Education Committee of the Milli Majlis, stated that scientific research and practical observations show that the teacher factor is one of the main factors influencing students' academic achievements.
“Frequent changes in teachers, however, weaken the continuity of this impact. Each teacher has a different pedagogical approach, methodology, assessment criteria, and classroom management style. Students being forced to adapt to new demands and different teaching models every year reduces the effectiveness of the learning process. Especially at the primary and basic education levels, this variability leads to gaps in students' systematic acquisition of knowledge.”
The MP also drew attention to the significant role played by the psychological aspect in this process:
“The formation of trust and an emotional bond between a student and a teacher requires time. Teacher changes can lead to the frequent breaking of this bond, a decrease in student motivation, and the emergence of indifference towards school. Considering that in remote village schools, a teacher also serves as a bearer of social influence for the community, these changes negatively affect parent-school relations. When continuous teacher-parent cooperation is not established, the mechanisms for quality control and support in education weaken.
The long-term consequences of this process create more serious risks. Instability in the quality of education in regional schools can lead to a deepening of the educational level gap between urban and rural schools. This not only contradicts the principle of equal opportunities in education but also creates a basis for increasing social inequality in the future. When continuity in the education system is disrupted, short-term staffing is replaced by long-term quality loss.”
E. Akimova added that to mitigate the negative impact of teacher turnover on the educational process, it is crucial to address the problem not only at an administrative level but with a comprehensive approach:
“First and foremost, the internal institutional mechanisms of schools must be strengthened. Maintaining a unified methodological approach in the teaching process, increasing internal school coordination, and fostering a sense of collective responsibility among the pedagogical staff can partially compensate for the impact of teacher turnover. The implementation of a mentorship system for young and newly appointed teachers is also considered an effective tool in this regard.”
The MP also emphasized that another important issue is providing teachers with a social and professional environment in the regions:
“Experience shows that the main reasons for teachers leaving the regions are not solely professional, but rather social in nature. Living conditions, transportation opportunities, social security for family members, and limited professional development prospects direct teachers towards more favorable centers. Unless these problems are eliminated, it is not realistic to expect teachers to work long-term in the regions.
Therefore, the implementation of stimulating mechanisms is of particular importance. A differential salary system, regional coefficients, additional remuneration, and social packages can create real motivation for teachers working in remote areas. At the same time, granting advantages in future career stages for teachers who have worked in regional schools for a long time, and considering this factor in certification and other selection processes, would increase teachers' interest in remaining in the regions. Service apartments, utility concessions, and social support mechanisms for family members should also be an integral part of this policy.”
Elnara Akimova also noted that the frequent turnover of teachers in remote district and village schools poses a serious threat to the continuity and quality of the education system:
“This problem can be solved not only through personnel allocation but also in the context of the teacher's social status, professional development, and motivation. A teacher in a regional school should feel not like a temporary employee, but as the intellectual and moral pillar of that community. The formation of a special approach to regions in national education policy, the improvement of the regulatory and legal framework, and the implementation of a long-term strategy in this area should be considered necessary steps for ensuring equal opportunities in education and raising overall quality," the MP concluded.
