The socio-professional group of general education school teachers in Russia is one of the most massive (more than 1 million people) and statistically significant categories of workers. The modern processes of employment transformation, which have the effect of eroding the guarantees of stable employment, have also affected this sector. Teachers face a decline in the prestige of the profession, an increase in pedagogical and bureaucratic workload, and their employment is taking on signs of precarization. The aim of the research is to analyze various aspects of working conditions of general education teaching staff and their evaluation in terms of the signs of precarious employment. The information base of the research is the results of monitoring of the material situation and social well-being of teachers of general education schools in the Vologda Oblast, conducted by Vologda Research Center of RAS in the region (2011, 2015, 2017, 2020). We also use the data of official statistics and sociological data of the All-Russian Center for Public Opinion Research (VCIOM). We have revealed that by most criteria (prestige of profession, involvement in additional employment, participation in informal types of labor relations, including tutoring, etc.) employment in this sector of the labor market can be characterized as unstable. We determine the factors contributing to the spread of employment precarization in the pedagogical environment, outline its consequences, which constitutes the scientific novelty and practical significance of the study. Against the background of continuous reform of the education sector and the associated risks of job insecurity, it is necessary to ensure decent working conditions for teaching staff. Taking into account the factors that cause the emergence of signs of precarization of pedagogical work will make it possible to take timely measures to overcome or minimize the negative impact and will contribute to the success of reforms in education
Keywords
employment, region, general education, precarization, teacher, Region, employment volatility, non-formal educational practices