Head teacher’s adviser for moral education and interaction with children’s public organizations: evaluating expectations and potential for improving the quality of moral education in Russian sec-ondary schools

Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work. Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience. Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed. Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.