Research Competence of a Modern Teacher as a Factor in Improving the Quality of Education

The article presents a comprehensive theoretical and empirical analysis of the research competence of a modern teacher as an integral component of professional activity and a key factor in improving the quality of education. Based on the generalization of scientific approaches and the results of modern psychological and pedagogical research, the content of the concept of “research competence” is clarified, its five-component structure is determined, and the role of the psychological characteristics of the teacher – temperament type, internal motivation, reflexivity – is substantiated in forming readiness for research activities. An empirical study conducted among 10 teachers of general secondary education institutions made it possible to quantitatively assess the level of formation of professional competencies. It was found that the highest average indicators are observed in communicative and methodological competencies, while digital, inclusive, managerial and especially research competencies require significant development. Analysis of individual psychological characteristics showed that 54% of respondents have an extroverted type of temperament, which correlates with higher communicative and organizational indicators, while 46% of introverts demonstrate higher analytical and methodological abilities. Correlation analysis confirmed the presence of statistically significant relationships between research competence and internal professional motivation, as well as its moderate relationship with methodological competence. Economic and mathematical modeling allowed us to formalize the level of research competence as an integral indicator and assess its impact on the effectiveness of pedagogical activity. It was found that an increase in the integral index of research competence by 0.1 conventional unit causes an increase in pedagogical results by an average of 8-12%, which confirms the importance of research activity for improving the quality of education. Based on the data obtained, an author’s three-component model of the development of research competence is proposed, which involves the integration of research practices into the content of pedagogical education, the creation of school laboratories and professional communities, and the formation of a system of motivational incentives. It is concluded that the development of research competence is a strategic condition for the formation of a culture of evidence-based learning, ensuring innovative development of schools, and improving the quality of education in Ukraine.