Providing of Teaching Staff in the School Education System of the Chernivtsi Region in the Mid-40–50s of the 20th Century
DOI:
https://doi.org/10.31861/hj2026.63.117-123Keywords:
pedagogical staff, Chernivtsi region, post-war period, teacher training, educational network, BukovynaAbstract
The article comprehensively analyzes the process of formation and functioning of pedagogical personnel in schools of the Chernivtsi region in the mid-1940s–1950s. It is established that the restoration of the school network took place in conditions of forced Sovietization and adaptation of the region to unified Soviet educational standards. Despite the dynamic quantitative growth of educational institutions, a significant discrepancy was revealed between the pace of network deployment and the level of professional training of teachers.
It is argued that the acute shortage of specialists was overcome by mass recruitment of teachers from the eastern regions of the Ukrainian SSR. This allowed the Soviet authorities not only to promptly fill vacancies, but also to form a «personnel foundation» loyal to the regime, capable of introducing a new ideological paradigm in the multi-ethnic region.
It was found that a significant part of teachers (especially in rural areas) did not have a full higher education, which led to the development of an extensive system of correspondence education and short-term retraining courses as mechanisms for emergency professional adaptation.
It is emphasized that this provided an opportunity for practicing teachers without appropriate qualifications to receive education without leaving work. For methodological assistance to correspondence teachers, consultation points were created, which involved experienced teachers from district and city offices.
It is illustrated by specific examples that in the mid-1940s there was an acute shortage of personnel, since schools were provided with teachers only 25%–35% of the need. It is proven that this situation led to an excessive load on existing teachers or to the fact that many subjects were simply not taught.
It is substantiated that by the mid-50s of the twentieth century with positive dynamics of the number of teachers, their quality level in the region remained insufficient. It is emphasized that the characteristic feature of the period was the gradual formation of local pedagogical staff.
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