Regression models of professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia

The article is devoted to the problem of systematization of professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia. Various methodological approaches to identifying and justifying the professional competencies of teachers are outlined. The most productive approach to the consideration of professional competencies based on the goals of modern education and the role of the teacher in it was noted. Such competencies as informational, interactive, polycultural and self-organizational are justified as leading ones in professional pedagogical activity. A hypothesis about their mutual influence is formulated. The purpose of the study was to substantiate the mutual influence of the leading professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia. The study involved 245 teachers from educational organizations of the Ministry of Internal Affairs of Russia, with teaching experience from 1 to 50 years. To process the obtained data, linear regression analysis was carried out using IBM SPSS Statistics 26. As a result of linear regression, four regression models were identified that explain the mutual influence of leading competencies, which were combined into an integrative model demonstrating the significant influence of predictors. Self-organizational competence showed the highest predictor load, which confirmed the hypothesis about its system-forming role in relation to the leading professional competencies of a teacher. A stable triadic mutual influence of interactive, informational and self-organizational competencies has been identified, which is the basis for the formation of professional competence of a modern teacher. Polycultural competence has a lower predictor load and has a self-organizational influence on other competencies. The prospect of developing the problem of systematization and justification of the leading competencies of higher education teachers is outlined, which consists in further research of competency indicators.