Young teachers caught between “Scylla” and “Charybdis”: professional deficits in a sociological perspective (case of Sverdlovsk region)

The topic of professional deficits among teachers has become increasingly widespread. The shortage of teaching staff affects not only small but also large cities, leading to the need to fill vacant positions with professionals of varying levels and educational quality. The issue is not just about finding teachers but also retaining them. One solution to this problem is mentorship programmes, that relieve the psychological tension in the situation but do not fully resolve it due to systemic issues in the education system. To identify the factors leading to professional deficits among young teachers, a sociological study was conducted in 2021–2022. The empirical basis for the analysis included survey data from young teachers in the Sverdlovsk region (n = 918) and materials from focus groups with teacher trainees and young educators. The analysis of the research results revealed that the competence deficits of young teachers have an adaptive nature during their transition from university education to working in schools. A typical set of professional deficits includes difficulties in completing mandatory educational documentation, thematic lesson planning, high ambitions, a lack of skills in constructive assessment of real situations, problems in maintaining discipline in the classroom, weak theoretical and practical preparation for communicating with students and implementing special educational technologies, as well as difficulties in working with specific student groups, including those with disabilities. Professional deficits are a cause of unsuccessful adaptation for young professionals, making the process challenging and increasing the likelihood of them abandoning the profession. The main factors exacerbating the issue of deficits include the reduction in the adaptation period for young teachers, increased control and assessment activities by various authorities concerning teachers, high demands for the professionalism of young educators in their first years of teaching, and increased workload of different contents.