Current trends in the transformation of the social status of rural teachers (using the example of Krasnoyarsk Krai)

The aim of the research is to identify, substantiate, and describe the development and transformation of the social status of rural teachers in the early 21st century. The paper analyzes approaches to defining the term “social status” and its components, examines the composition of the components comprising the social status of a rural teacher, taking into account the specific territory, Krasnoyarsk Krai. In addition, the work analyzes the dynamics of each of the components of social status during the reform period of the education system from 2016 to 2023, assesses existing deficiencies, and proposes measures to overcome them. The scientific novelty lies in the comprehensive assessment of the current state and results stemming from the transformation of rural teachers’ social status in the reform period from 2016 to 2023 in the regional society of Krasnoyarsk Krai and the development of a set of measures aimed at raising the teachers’ social status. As a result of the research, it has been found that the measures taken by the state in terms of education development do not ensure a targeted transformation of the social status of rural teachers and its subsequent improvement, which leads to the aggravation of existing systemic problems in the field of staffing rural schools. A set of measures aimed at increasing the social status of rural teachers has been developed showing transformation of each of its components in their interrelation.