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doi: 10.18503/2658-3186-2025-9-4-06-15
Abstract. Traditional certification systems for teaching staff often have a formal character and are aimed at stating achievements rather than identifying growth areas, at the same time, a request for personalized, targeted professional development requires in-depth and objective diagnostics. The article presents the results of a comparative analysis of the level of subject competence of teachers of chemistry and physics in the Sakhalin region and the educational achievements of students, measured by the results of the main state exam in 2025. The study was conducted to identify a correlation between the quality of teachers' subject training and the academic results of 9th grade graduates. The methods of statistical data analysis are used in the work. The analysis made it possible to identify typical deficits in teacher training that may affect the formation of students' key competencies and, as a result, their final grades. The study showed a statistically significant relationship between teachers' scores in subject diagnostics and the passing of the MSE. Basing on the results of the analysis, there have been formulated practical recommendations for the teachers’ advanced training system in the Sakhalin region, aimed at eliminating the identified subject deficits and improving methodological work to refine the quality of natural science education in the region.
Keywords: comparative analysis, subject diagnostics of teachers, quality of education, chemistry and physics teachers, main state exam (MSE), subject competence of teachers
Information about the author:
Batyrova Z. R., Candidate of Philological Sciences, Associate Professor of Department of Humanities IDESR named after the Honored Teacher of the Russian Federation V.D. Gurevich, Yuzhno-Sakhalinsk.
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For citation: Batyrova Z. R. Comparative Characteristics of Subject Diagnostics Results of Chemistry and Physics Teachers with Results of Main State Exam in Sakhalin Region, Gumanitarno-pedagogicheskie issledovaniya = Humanitarian and pedagogical Research, 2025, vol. 9, no. 4, pp. 06–15. (In Russ.), doi: 10.18503/2658-3186-2025-9-4-06-15.