The relevance of assessing the innovative potential of Russian schools is related to the new challenges facing school education today. Increasing trends in digitalization, the transition to distance learning, as well as the continuing need to identify and support talented young people have led to the need to study the limitations and resources of innovative development of school education.
Method of research. Moscow school teachers (N=325) and the parent community (N=790) took part in the questionnaire survey, which allowed us to present a comprehensive assessment of the innovative potential of the capital’s schools. In order to verify the data obtained, the results of the study are supported by materials from focus groups.
As a result of the research, it was found that the lack of scientific study of the implemented innovations (47.2%), which determined the need to create «scientific networks» (78.3%). For 57.2% of teachers, participation in the implementation of innovations is considered as a mechanism for their personal and professional development, which is accompanied by increased accountability (53.8%), a significant increase in workload (54.6%). 49.2% of teachers see a direct relationship between the development of market relations in the field of education and the development of innovative potential of Moscow schools, which is viewed by teachers in a positive way. In turn, parents of Moscow school children have an ambiguous assessment of the innovative potential of school education: 64.2% – Express a wary attitude to innovation, 41.1% – believe that the introduction of innovations increases the workload of students. According to 60.1% of parents, school innovations do not form the desire for creativity and knowledge. The solution to these dysfunctions, according to parents, can be the expansion of forms of public participation in determining strategic growth points within the innovative potential of educational institutions (52.7%), the use of a social partnership mechanism (46.6%).
Keywords: innovative potential, school, innovative development, education, the parent community
For Reference: Rogach, O. V., Ryabova, T. M., & Frolova, E. V. (2020). Assessment of the innovative potential of Moscow schools: limitations and development resources. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 46 (4), 126-137. doi: 10.32744/pse.2020.4.8
Information about the authors:
Olga V. Rogach (Russia, Moscow) - Associate Professor, PhD in Sociological Sciences, Associate Professor of the Department of Management and Administrative Management. Russian State Social University. E-mail: email@example.com. ORCID ID: 0000-0002-3031-4575 Tatiana M. Ryabova (Russia, Moscow) - Associate Professor, PhD in Sociological Sciences, Associate Professor of the Department of Management and Administrative Management. Russian State Social University. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0001-8204-2412 Elena V. Frolova (Russia, Moscow) - Professor, Doctor of Sociological Sciences, Professor of the Department of Management and Administration. Russian State Social University. E-mail: email@example.com. ORCID: 0000-0002-8958-4561