Assessment of teachers' readiness to perform the educational function of teaching in modern education

The research problem and the rationale for its relevance. The research problem and its relevance stem from current educational policies emphasizing the development of students' personality and spiritual-moral worldview over mere academic achievements. Effective formation of citizens capable of adequately responding to life's challenges requires professional educators equipped with competencies in character education through teaching. However, pedagogical literature insufficiently addresses teacher preparation for implementing the educational function of instruction. The goal of research is to analyze teacher survey results to identify gaps in their preparation for fulfilling the educational function of teaching and to outline pathways for enhancing their character education competencies. The methodology involved analyzing pedagogical literature on “character education through teaching” and conducting qualitative-quantitative analysis of empirical data from teacher surveys. The results clarify the essence of “character education through teaching” and identify factors influencing its evolving interpretation. The survey analysis revealed teachers' preparedness levels for implementing the educational function of instruction, along with knowledge and competency gaps. The article proposes potential solutions to the identified problems. This research may benefit heads of methodological departments in education development institutes, advanced training course instructors planning their programs, and subject teachers seeking to enhance their character education practices.