The full-time teacher model proposed by the Ministry of Science and Education serves as one of the important directions of reforms carried out in the general education system. The model aims not only at the readjustment of teachers' workload but also at increasing the quality of education, strengthening the social security of the teaching profession, and fostering institutional sustainability in schools.
Considering the existing institutional capacities, within what timeframe does the implementation of the full-time teacher model appear realistic?
Rasif Dünyamalıyev, a member of the Public Council under the Ministry of Science and Education, told AzEdu.az regarding the topic that the full-time teacher model proposed by the ministry can serve as one of the strategic directions of reforms carried out in the general education system:
“The model aims not only at regulating teachers' workload but also at improving the quality of education, strengthening the social security of the teaching profession, and fostering institutional sustainability in schools. Its success directly depends on its alignment with existing institutional realities, phased implementation, as well as the readiness level of schools in terms of management, infrastructure, and human resources.
Considering the existing capacities, full implementation across the country in the short term does not seem realistic. A rational approach is a strategy of phased institutional transformation. In the short-term phase (2025-2026), pilot implementation of the model in selected urban schools is possible. This phase is significant for testing the regulatory framework and verifying management mechanisms. In the medium-term perspective (2027-2029), the scope of application is expected to expand, and teacher workload and extracurricular pedagogical functions will be systematically regulated in schools with high student density. In the long-term perspective (after 2030), the model can transform into a sustainable system from financial, legal, and institutional standpoints”.
At the current stage, schools and local education management structures are moderately prepared for the full implementation of the model:
“The weakness of strategic planning culture in schools, the predominance of directors' administrative roles, and the unsystematic nature of extracurricular activities create an institutional gap. The teaching staff is fragmented: while young teachers are more open to the model, experienced teachers may perceive it as additional control and functional burden. Since school infrastructure is primarily built on the "enter class, leave class" principle, there is a lack of a functional environment for teachers to perform various pedagogical functions throughout a full workday. In this regard, the creation of functionally reorganized work zones, methodological collaboration spaces, individual mentoring rooms, and resource centers is necessary.
The implementation of the full-time model may limit teachers' tutoring opportunities, which means replacing a mechanism that has been used for many years as a source of additional income and social security. The solution to the problem is not related to tutoring itself, but to its root causes. Weakness of in-school individual work, parental distrust, and salary levels are among the main factors. Proposed solution mechanisms include in-school supervised extra lessons, academic reinforcement programs, mentoring, and payment systems for additional functions. The 2-3 year transitional phase is considered important for increasing social acceptance”.
The full-time teacher model can serve as a strategic tool in enhancing the public prestige of the school:
“A teacher dedicating their extracurricular time to individual work with students, analysis of weak results, and cooperation with parents increases the functional value of the school. The model strengthens the teacher's attachment to the school, fostering the formation of institutional memory, the development of a team culture, and the perception of the school as a "system independent of individuals." This is a fundamental condition for long-term reputation and public trust.
The full-time teacher model has real potential in Azerbaijan for improving the quality of general education, strengthening the social and professional standing of teachers, and ensuring the institutional sustainability of schools. Successful implementation is possible through phased institutional transformation, infrastructure adaptation, regulation of teachers' social security, and strengthening parental trust. The approach that can emerge as a result is: "A good school is a school with a strong, stable, and school-committed teaching team". This forms the basis for restoring the school's prestige and long-term institutional trust within the general education system”.
