Pedagogical Mechanisms for Enhancing Teacher Prestige Through Cooperation of Social Institutions
DOI:
https://doi.org/10.37547/pedagogics-crjp-06-09-10Keywords:
Teacher standing, social institutions, teaching strategiesAbstract
In the context of rapid social changes and modernization of the education system, raising the public standing and professional reputation of teachers is becoming one of the key pedagogical and social tasks. The standing of the teaching profession directly impacts the quality of education, students' learning motivation, parental trust, and the sustainability of educational reforms. The article examines pedagogical strategies for improving teacher standing based on the regular interaction of social institutions such as family, school, public organizations, media, higher education institutions, and government structures. Using a theoretical-analytical approach, the conceptual foundations of social partnership, the functions and responsibilities of various institutions, as well as the pedagogical conditions for effective cooperation are examined. Key strategies are identified, including value agreement, communicative integration, professional support networks, public recognition practices, and collaborative governance models. Special attention is paid to culturally oriented approaches and the integration of the principles of social-emotional learning as a factor in strengthening the teacher's professional identity and social importance. It is concluded that there is a need for a holistic, multi-level, and value-oriented model of inter-institutional interaction to sustainably improve the standing of the teaching profession.
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Copyright (c) 2025 Kamalov A.J.
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