Abstract
Modern challenges in education, such as the aging of teaching staff, high turnover rates among young professionals, and uneven personnel distribution, require fundamentally new approaches to monitoring. Existing assessment methods fail to create a comprehensive picture of the personnel situation in a school. In this regard, the development of an index model capable not only of diagnosing latent problems but also of serving as a basis for data-driven targeted school support becomes particularly relevant.
The aim of the experiment was to develop, test, and validate a comprehensive index model for assessing the personnel condition of general education schools. The primary objective was to overcome the fragmentation of existing approaches by shifting from normative expert constructs to empirically identified latent dimensions. Based on an analysis of data on 54,856 teachers from 477 Moscow schools using factor analysis, four key index aggregates were identified: ‘personnel strain’, ‘personnel maturity’, ‘personnel dynamics’, and ‘academic vulnerability’. Cluster analysis revealed three typological school profiles: stable and mature, young and unstable, and dynamic but vulnerable.
The scientific contribution of the study is the empirically confirmed discrepancy between the expert and latent structures of personnel indicators, demonstrating the limitations of a purely normative approach to index construction. The practical significance lies in creating a tool for systemic monitoring and data-driven targeted support for schools.
Keywords
- index model
- teaching staff
- factor analysis
- school typology
- personnel assessment
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