A comparative analysis of Kazakh and European teachers’ readiness to corporate governance in the education system
Purpose: The research focuses on studying teachers’ readiness to implement corporate governance in the education system within the requirements of the market economy. The purpose of the article is to identify the main corporate competencies required for teachers, as well as conduct a comparative analysis of Kazakh and European teachers’ readiness to implement corporate governance in the education system. Methodology: Traditional (classical) analysis was carried out based on perception, understanding, comprehension, interpretation, content analysis, comparative analysis, mathematical data processing, and questionnaire evaluating Kazakh and European teachers. Results and discussion: The European teachers’ readiness to implement corporate governance is higher than that of Kazakh teachers, but the difference is 10-15%. The lowest percentages was related to social intelligence according to Kazakh and European teachers. The significance of the results is as follows: firstly, the study of corporate competencies of teachers that need to be formed in the preparation of future and current teachers; secondly, the identification of corporate competencies that are at a low level for further work on the formation and improvement of these competencies. Conclusion. Further studies of corporate governance in the education system should be aimed at the formation of readiness of students of pedagogical specialties to corporate governance, the study of social intelligence and ways of its development.
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