The purpose of the article is the empirical study of levels of professional and personal mobility of teaching staff at preschool educational institutions, as well as teachers of universities and colleges to identify ways and means of its improvement with the adoption of the pre-school education standard. Key methods of investigation, the results of which are provided in the article are: the analysis of scientific literature on the issue of research, empirical methods, including observation, expert evaluation, ranking, proprietary questionnaires and feedback forms, statistical analysis of data. Data obtained in the study are formed by individual questioning of 206 respondents during 2016. The study empirically detected levels of professional and personal mobility of teaching staff at preschool educational institutions, universities and colleges, i.e. cognitive, motivational and activity-based. The activity-based level of professional and personal mobility of all respondents as the ability to implement the standard of pre-school education and vocational educational effectiveness is not expressed clearly enough. Heads at preschool educational institutions have the lowest level of activity-based mobility. The results of the study allowed identifying common level indicators of professional and personal mobility of staffing at different levels of education in the implementation of the standard of preschool education: adaptive (low), practical (average) and creative (high). In general, the overall practical (average) level of professional and personal mobility with the implementation of the standard of preschool education prevails in all groups of respondents. The research results can be applied in practice to develop professional and personal mobility of executives, educators, speech therapists, psychologists at pre-school educational institutions, as well as teachers at universities and teacher training colleges in the conditions of the introduction of pre-school education standard.
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