Teacher Salary in Russia

when teachers' salaries first increased and what kind of "astronomical" amount it was;
what are the consequences of teachers being paid too little, and why teachers do not leave schools;
why the current system of rationing is not entirely adequate and how many years the idea of transitioning to salaries has been discussed;
what is wrong with incentive payments.

Teachers' salaries continue to be a relevant and painful topic for many years. At a conference dedicated to the memory of Anatoly Pinsky and organized by the HSE Institute of Education, a discussion was held on the topic "Teacher Pay in the Context of Modern Challenges: The History of 15-Year Transformation." During the discussion, participants examined the reasons why the current teacher salary system does not correspond to actual workloads, as well as ways to address this problem. Conference participants emphasized the need to revise approaches to teacher salary formation in order to ensure decent wages for teachers and improve the quality of education.

The Stages of the Teacher Pay System

In the early 2000s, teachers' salaries became the subject of active debate and various approaches, as noted by Irina Abankina, professor at the HSE Institute of Education. This led to the introduction of the New Pay System (NPS), which divided the salary into a base and an incentive component. This approach was intended to increase teacher motivation and improve the quality of the educational process.

One of the key changes to the teacher remuneration system were the "May decrees" of 2012. According to these decrees, the average teacher salary was to be brought into line with the average regional salary. Responsibility for implementing this initiative was assigned to regional authorities. However, the results were mixed. In 2013–2014, the purchasing power of teacher salaries peaked, but then declined sharply due to the economic crisis. Although salaries began to recover by 2017, they have still not reached the expected level. Analyzing the situation, it can be argued that stability and adequate remuneration of teachers remain pressing issues in the education system.

In 2020, the standard of living in Russia has not reached the levels of 2012, when the reforms began, and has significantly lagged behind the successful 2013. When considering the purchasing power of wages in the context of preschool, general, and secondary vocational education, which are overseen by the constituent entities of the Russian Federation, it can be concluded that the expected results have not been achieved. Teachers are once again at risk of falling into the category of "new poor," which calls into question their inclusion in the middle class. The ratio of the consumer basket to teachers' salaries is less than 2.5, which is extremely low. Meanwhile, for higher education, this ratio has increased from 3.5 to 5.6, which is under federal control. Such data highlight the need to reform the education system and improve working conditions for teachers.

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How Teacher salaries have changed: rare upswings amid declines

The risk of falling into the category of "new poor" is confirmed by data from a nine-year monitoring study conducted by the Center for Continuous Education Economics at the Russian Presidential Academy of National Economy and Public Administration (RANEPA). According to information provided by the Center's director, Tatyana Klyachko, 2013 saw a peak in salary growth: almost 52% of teachers noted that their incomes had increased compared to the previous year, albeit by a small amount. At the same time, 12.1% of respondents reported a significant increase in earnings. These data underscore the importance of monitoring economic conditions for educators and the need to support teachers in a changing labor market.

In subsequent years, there was no significant increase in teacher salaries. In 2016, 22% of teachers noted that their incomes had become slightly lower, and 23.3% reported a significant decrease in earnings. Since then, changes in the situation have been minor. In 2021, teachers rated their salaries as unsatisfactory.

significantly increased — 3.8%;
slightly increased — 31.5%;
significantly decreased — 3.1%;
slightly decreased — 9.8%;
unchanged — 51.8%.

According to the study, about 50% of teachers did not notice any changes in their salaries. This indicates that many teachers do not perceive positive trends in salaries. It is important to address this issue in order to ensure decent working conditions and increase motivation among teachers.

According to a study conducted by RANEPA, in 2021, 53% of surveyed teachers received a salary below 25,000 rubles. At the same time, Tatyana Klyachko noted that this monitoring, for the first time, recorded teachers with salaries exceeding 50,000 rubles. These data highlight changes in the teacher pay system and reveal a growing income gap among educators.

Since 2013, we have been observing changes in teacher salaries, and, according to Tatyana Klyachko, unusually low pay levels were recorded during this period. Importantly, the proportion of teachers receiving salaries in the 30,000 to 50,000 ruble range has increased significantly. Inflation and the declining purchasing power of the ruble exacerbate this problem. However, compared to previous years, positive changes in teacher salaries began to appear in 2021. This indicates the beginning of an improvement in the education sector and, possibly, an improvement in the status and working conditions of teachers.

According to data obtained during the HSE monitoring and presented at the conference, teachers' salaries, regardless of length of service, range from 20,000 to 39,000 rubles. This amount is typical for all three groups: less than five years, from five to 20 years, and over 20 years of experience. Thus, it can be concluded that the level of salaries among teachers remains stable, which emphasizes the need for further analysis and possible measures to improve financial conditions in the education sector.

43.1% of teachers with up to five years of experience;
54.4% of teachers with 5–20 years of teaching experience;
49.6% with over 20 years of experience.

The second and third most common salaries are in the range from 10,000 to 19,000 rubles and less than 10,000 rubles.

The situation with an increase in experience does not lead to an increase in the average salary of teachers. This is obvious: among the various categories of experience, there is a significant number of teachers who receive salaries in the range of up to 10,000 and from 10,000 to 19,000 rubles. It should be noted that these data are based on teachers' self-assessments, not official statistics, which underscores the importance of this aspect. Teachers rely on the amounts listed on their pay slips, not statistical averages. This issue requires further discussion, as teachers' perceptions of salary differ significantly from official data.

This monitoring reveals competitive salaries: more than one percent of teachers in each cohort earn over 100,000 rubles. This is primarily true in large cities. For example, in October 2021, the head of the Moscow Department of Education reported that the average teacher salary in Moscow was 122,000 rubles. At the same time, in a number of regions such incomes remain unavailable to teachers, which highlights the significant inequality in teacher salaries across the country.

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How teachers assess their situation

According to research by the Higher School of Economics, 47.3% of teachers cite low salaries as the main source of dissatisfaction with their working conditions. However, this factor ranks second in the "anti-rating" of reasons for dissatisfaction, while the first place belongs to the high bureaucratic burden. In most Russian cities and villages, teachers consider their salaries "rather uncompetitive" - about 40% of respondents placed them in this category. The only exception is Moscow, where more than half of teachers rate their salaries as "rather competitive." This situation underscores the importance of raising salaries and reducing bureaucratic burdens to improve working conditions for teachers in Russia.

The financial situation of teachers in Russia requires attention. According to data from the Russian Presidential Academy of National Economy and Public Administration, 43% of teachers assess their financial situation as below average or low. Moreover, 23% of respondents noted that their financial situation worsened in 2021. These figures highlight the need for improved working conditions and higher salaries for teachers, which can help attract and retain qualified professionals in the education sector.

In our survey, only 0.2% of respondents rated their financial situation as high. 3% rated it as slightly above average. At the same time, 43% of survey participants consider their financial situation below average or low. As a result, 54% of respondents assess their financial situation as average for their region. Overall, the social well-being of respondents can be considered satisfactory, but 43% experience serious financial difficulties, which indicates the presence of significant problems in this area.

Teachers strive for higher salaries. According to HSE data, about 40% of teachers of all ages dream of a salary twice as high as their current one. Approximately 35-36% of respondents say they want to earn 50% more. These figures highlight the importance of improving working conditions and increasing financial support for education workers.

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What are the consequences of low salaries?

The current situation can indeed contribute to the emergence of additional sources of income, and in some cases, even lead to the decision to leave school. According to RANEPA data, over 25% of surveyed students are actively seeking part-time work. Of these, 14% do so regularly, while 12% do so occasionally. This underscores the relevance of the need to combine study and work in today's environment. Tatyana Klyachko emphasizes that researchers face difficulties in gathering a complete picture of the situation with part-time work among teachers. According to the survey, 74% of respondents claim they are unable to earn extra money due to a lack of time. However, experts estimate that the actual proportion of those who do part-time work ranges from 30% to 50%, depending on the type of community where the school is located. Many teachers may avoid openly answering questions due to embarrassment or fears that their management will learn of the information, which could lead to negative consequences. Thus, the prevalence of part-time work among teachers is actually much wider than it might seem at first glance.

Since 2018, a noticeable trend has been observed in the tutoring sector. The share of people who provide occasional private lessons on the side has gradually decreased. At the same time, the number of those providing regular tutoring services is increasing. This growth may be due to increased demand for educational services and students' desire for in-depth study of subjects. Regular tutoring allows teachers not only to improve their skills but also to provide a stable income.

Despite existing problems, teachers are reluctant to leave school. As they age, they are less likely to consider changing careers. According to data from the Higher School of Economics, 40.4% of teachers under 30 plan to remain in school, while among teachers aged 30 to 50, this figure is 49.5%. Among teachers over 50, the percentage of those who do not intend to change jobs reaches 55%. This indicates that with age, professional attachment to school only strengthens.

Reading is an important part of our lives, and it influences our perception of the world. Books develop thinking, enrich vocabulary, and broaden horizons. Modern technology offers a variety of reading options, including e-books and audiobooks, making this process accessible to everyone. Immersing yourself in literature helps develop emotional intelligence and an understanding of human nature. Book selection depends on personal interests and preferences, and each genre offers unique perspectives and experiences. Reading not only entertains but also promotes personal growth and self-development. Therefore, it is worth devoting time to this important activity. Recently, the number of school teachers engaged in tutoring has become known. With the increasing demand for additional educational services, many teachers have begun offering their knowledge and experience as tutors. This phenomenon is becoming increasingly common as parents and students seek ways to improve academic performance and prepare for exams. Tutoring allows teachers not only to earn extra money but also to deepen their knowledge of subjects and provide an individual approach to each student, significantly improving the quality of education. Given current trends, the number of teachers providing tutoring continues to grow, highlighting the importance of additional educational resources in the modern education system. In most cases, these are older teachers with significant experience. They are unwilling to leave their jobs due to limited labor market opportunities in their region. There is a serious concern that they may not be able to find new employment after leaving. Furthermore, 12% of teachers whose financial situation has worsened plan to retire, believing that continuing to work no longer makes sense. These factors highlight the difficult situation in the education system and the need to support teachers to ensure stability in their professional life.

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According to According to RANEPA, approximately 66% of schools are facing staff shortages. Young teachers are reluctant to join schools, and when they do decide, they are attracted not so much by salary or the prestige of the profession, but by flexible work schedules and a low risk of leaving. In 2020, 28.7% of respondents said they were not interested in anything at all about working in schools. This is the highest figure in recent years, highlighting the serious challenges in attracting young professionals to the education sector.

According to Tatyana Klyachko, the fact that approximately 30% of young teachers find school unattractive is alarming. This points to a profound crisis in the education system and the challenges of its renewal. Teachers in this category are either already experiencing professional burnout or lack a positive attitude toward their work. This creates serious problems in organizing the educational process. Amid a staff shortage, such specialists continue to work in schools, but their low motivation negatively impacts the quality of education. This situation requires attention and solutions to improve working conditions and increase the attractiveness of the teaching profession.

In 2013–2014, there was a noticeable increase in interest in the teaching profession, and many young professionals began their careers in educational institutions. However, according to Sergei Zair-Bek, most of them did not stay in school for long. Across the country, it became clear that young teachers faced high demands and low pay. For their salary, they had to perform numerous duties, which made their work difficult. Unfortunately, they received no benefits or concessions, and their fixed salaries left much to be desired. There were no guaranteed bonuses, meaning teachers could only rely on incentive payments, which required significant effort and workload. Experienced teachers noted that young teachers often had no time to prepare for lessons, as they spent most of their time organizing excursions and other extracurricular activities. Thus, the problem of retaining young teachers in schools remains pressing and requires the attention of educational authorities.

Over the past ten years, the proportion of young teachers under 35 has remained virtually unchanged, while the percentage of teachers of retirement age has increased significantly. This highlights the challenge of staff renewal in the education system and the need to attract young professionals to ensure high-quality training and development.

Young teachers enter schools, but often feel a lack of trust from administration and colleagues. This phenomenon is a significant factor influencing young professionals' decisions to continue their careers in education. Moreover, the salary level, which most young teachers are not satisfied with, also plays an important role in shaping their opinion about the profession. These aspects must be taken into account to increase the attractiveness of work in educational institutions and retain talented teachers.

Check out our content to help you gain a deeper understanding of the topic at hand. We offer up-to-date information and tips that can be useful for both beginners and experienced users. Don't miss the opportunity to expand your knowledge and skills by immersing yourself in our materials. Make sure you're up-to-date with the latest trends and recommendations in this area. Also, read our other articles for a more comprehensive understanding of the topic. Attracting young teachers to schools is becoming increasingly important. Modern educational institutions are facing a shortage of qualified personnel, and it's crucial to find effective ways to attract and retain young professionals. It's essential to create conditions conducive to the professional development and adaptation of new teachers so they can successfully integrate into the school community and contribute to the educational process. It's also important to consider mentoring and professional development programs that will help young teachers feel confident in their roles. How to Evaluate a Teacher's Performance The challenges faced by teachers relate not only to the size of their salaries but also to the workload, which often doesn't correspond to the funds they receive. Anna Vavilova, a senior researcher at Moscow State Pedagogical University and a PhD in law, emphasized that the remuneration system in education is closely linked to working time standards. At the same time, many teachers continue to receive compensation based solely on their classroom workload, ignoring the full range of their work. This creates an imbalance and leads to dissatisfaction among teachers, which in turn negatively impacts the quality of education.

The results of this issue remain disappointing, as it has been raised for over 20 years and continues to generate active debate. We are considering various concepts, including a transition from traditional lesson assignments to a salary-based remuneration system. However, the foundation for the successful implementation of such a system must be more adequate standards.

As part of the development of the standards system, several years ago, researchers conducted a survey of school principals about the ideal teacher and how much time they should devote to various aspects of their work, such as communicating with parents, preparing for lessons, and other important tasks. The results of this survey help us better understand the demands placed on modern teachers and optimize their workflow, which, in turn, contributes to improving the quality of education.

We came to an important conclusion: when we consider each type of teacher work separately, the results seem entirely justified. The resulting figures appear modest and unquestionable. However, when we begin to summarize all this data, the overall picture changes. We are faced with staggering results – from 50 to 60 hours per week, and in some cases up to 82 hours. These figures reflect the workload that we, as administrators, assess as normal for high-quality performance by teachers.

On the one hand, this indicates unrealistic expectations, and on the other, an overload that, as the speaker notes, "no one notices." This overload, in turn, leads to a discrepancy between the actual quality of education and the stated requirements. This highlights the need to review educational standards and approaches to teaching to close the gap between expectations and reality. The issue of combining multiple roles, such as classroom management in several classes simultaneously, is becoming increasingly relevant. This leads to an increase in workload. According to RANEPA monitoring in 2021, there was a significant decrease in the number of teachers working one and a half full-time positions, by 14 percentage points. At the same time, the number of teachers working two full-time positions, which corresponds to 32 or more classroom hours, increased by 3%. Currently, 17% of surveyed teachers work in this mode. This trend highlights the need to rethink the workload of teachers and improve working conditions in the education system. Tatyana Klyachko noted that significant changes are taking place in the education system, which are affecting teachers' workload. These changes are primarily related to the transition to remote technologies. According to her, there are three key aspects indicating an increased workload. First, more than 55% of teachers report an increase in their teaching workload and working hours. Second, significant technical issues arising during distance learning create additional difficulties and lead to significant teaching challenges. Third, approximately half of teachers report having to spend more time preparing for lessons and checking homework. These factors highlight the urgency of discussing the issue of teacher workload in today's educational environment.

The problem is that a teacher's salary may seem reasonable at first glance, but in practice, it does not reflect all aspects of teaching. A teacher's work includes not only preparing and delivering lessons but also many additional tasks, such as interacting with parents, participating in methodological committees, and participating in extracurricular activities. This creates an imbalance between the official salary and actual working conditions, requiring a more careful approach to evaluating teachers' work.

Still: film "The Teacher"

Anna Vavilova emphasized that one of the most serious threats of the lack of standardization is that we do not realize The real workload of teachers. We don't take into account how much effort and time goes into fulfilling their duties. Escalation only becomes noticeable when it reaches a critical point, leading to complaints and dissatisfaction. In everyday practice, we don't notice how the workload gradually increases, just as a frog doesn't notice when it's being boiled in water that gradually reaches boiling point. This underscores the need to introduce work standards to prevent negative consequences. The education situation is being complicated by new challenges. With the transition to online teaching, teachers are facing increased responsibilities, including administrative tasks. These range from simple but time-consuming tasks, such as organizing online conferences for lessons and sending out invitations, to more complex situations, such as the need to reassure disgruntled parents whose children were not admitted to classes due to a positive coronavirus test result. These additional responsibilities require teachers not only to be professional but also to effectively manage their time and resources. Teachers must quickly adapt to new challenges and change their teaching methods to ensure high-quality teaching. Today's demands on education require flexibility and innovative approaches to effectively address emerging challenges and improve the educational process. Sergey Zair-Bek noted that teachers are facing significant workloads. According to our data, more than half of teachers report spending 31 to 40 hours a week at school. This is supplemented by approximately ten hours for part-time work and the same amount for tutoring. Although Anna Alexandrovna stated 80 hours, the actual weekly workload for some teachers reaches 60 hours. They are constantly on the go, but a significant portion of them fail to prepare for lessons. This applies to more than half of those surveyed. Furthermore, a third of teachers are unable to work with students individually, which also impacts the quality of education. We discuss individualized curricula, new standards, and online forms of interaction, but statistics show that less than one percent of children are involved in online interaction. This indicates serious problems in the education system.

Incentive Payments: Did They Help or Not?

Anna Vavilova is confident that the idea of incentivizing teachers sometimes turns into a farce. With low salaries, such payments often do not serve the function of rewarding individual teachers, but rather represent a universal bonus for everyone. The main reason for this approach is the need to retain teachers in educational institutions. This underscores the importance of revising motivation and incentive systems to ensure they truly contribute to improving the quality of education and teacher satisfaction.

Teachers' attitudes toward salary differentiation continue to be controversial, as confirmed by survey results. A study conducted by RANEPA showed that in 2018, 51% of teachers rated this practice positively. However, by 2021, this figure had decreased by ten percentage points. At the same time, the number of respondents who would prefer not to discuss this issue increased by 12%. Currently, almost half of teachers are unwilling to express their position on this issue, which may indicate a reluctance to share their opinions or a lack of clarity about their perspective.

A study by the Higher School of Economics found employee dissatisfaction with incentive payments. This research highlights the importance of analyzing the reward system, which impacts motivation and productivity. Employee satisfaction is directly related to their engagement and performance. The need to reconsider approaches to employee incentives is becoming especially urgent in order to increase their satisfaction and maintain a high level of productivity.

27–29% is the share of those who are “absolutely dissatisfied” with them in each age category;
from 34 to 41% are rather dissatisfied, this is the most popular answer in all three categories;
from 26.7 to 29% are rather satisfied;
from 4.7 to 7% are completely satisfied.

The majority of study participants express dissatisfaction with incentive payments, while only a few are truly satisfied with them.

Each school independently determines approaches to motivating its teachers, noted discussion participant Svetlana Popova. Some institutions adhere to the recommendations of the Ministry of Labor, using criteria such as labor intensity and quality of work, which are not subject to strict verification. Other schools prefer a more balanced approach to distributing benefits among their employees.

Some organizations took a deliberate approach to developing incentive payments, setting clear goals for educational institutions. They agreed with the teaching staff on the criteria by which these payments would be distributed. As a result, incentive payments influenced the work of teachers, contributing to the achievement of objectives aimed at improving the quality of education and the development of the educational institution.

How the situation will develop

A pilot project of a new pay system for teachers will soon begin in six Russian regions. As part of this project, a uniform salary amount will be established, with the basic guaranteed portion amounting to at least 70% of the total payment. The preparatory phase, scheduled until April 2022, includes an analysis of existing pay systems and the development of new calculation models. This project aims to increase transparency and fairness in teacher pay, which in turn should contribute to improving the quality of education.

Discussion participants emphasized the need to move forward in addressing educational issues. Victoria Prudnikova, Director of the Samara Branch of RANEPA, emphasized that, in addition to salary increases, teachers need the development of clear professional standards. These standards can form the basis for salary differentiation and contribute to improving the quality of education. Understanding the criteria for assessing professionalism will help not only increase teacher engagement but also improve student learning outcomes.

Currently, there is a discrepancy between the National Teacher Development System and the qualification system established by the Ministry of Labor. The National Teacher Development System is based on fundamentally different criteria and assessment methods. This creates confusion and hinders the understanding of teachers' responsibilities. Teachers will not be able to effectively differentiate their work until they understand the clear boundaries of their professional responsibilities.

Discussion participants agreed on the need for a clear distinction between incentive and compensatory payments, which currently causes difficulties in schools. They expressed hope that the upcoming experiment in the regions will help solve this problem.

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