Abstract:

The teachers’ professional performance and students’ comfort of learning are two important factors that determine the quality of students' education in secondary school. This determines the relevance of this study. The subject of the study is the quality of education at secondary school. The objective of the study is to determine the statistical relationship between the teachers’ professional performance and students’ comfort of learning, depending on the studied academic disciplines. The teachers’ professional performance and students’ comfort of learning are considered as latent variables, and their measurement is carried out within the framework of the theory of latent variables. The quality of professional activity of teachers is determined by using two questionnaires - a portfolio and self-relationship. The comfort of students' learning is determined on the basis of a questionnaire developed at Chicago Public Schools. The key focus is measuring the professional performance of the teachers’ of two academic subjects - Russian language and literature and mathematics. The comfort of students' learning is measured when studying these academic subjects. It is shown that the professional performance of teachers’ of the Russian language and literature is statistically significantly lower than that of teachers of mathematics. In turn, the students’ comfort of learning Russian language and literature lessons is also significantly lower than the students’ comfort of learning mathematics. As a result, recommendations were made on conducting advanced training courses for teachers of the Russian language and literature.

Keywords:

Teachers’ professional performance, students’ comfort of learning, latent variable, measurement.