A COMPARATIVE ANALYSIS OF THE PROFESSIONAL CHARACTERISTICS OF TEACHER-LEADERS IN THE EDUCATIONAL SYSTEMS OF ARMENIA AND FRANCE

Abstract

This study provides a comparative analysis of the professional characteristics and core responsibilities of teacher-leaders within the educational systems of Armenia and France. In the context of contemporary educational modernization, the qualitative transformation of the pedagogical role is paramount for the successful execution of structural reforms. This article examines and contrasts the specific teacher-leadership models operationalized in these two nations, which reflect distinct cultural paradigms and historical trajectories.

The methodological framework of this research is rooted in comparative pedagogy, utilizing empirical data from the OECD Teaching and Learning International Survey (TALIS), educational legislation, and national academic reports. The analytical matrix focuses precisely on the professional status, academic autonomy, and systemic social guarantees provided to educators.

The findings indicate that in France, pedagogical leadership is primarily academic and intrinsic, underpinned by the rigorous, highly competitive state examination for the elite qualification known as Agrégation. These teacher-leaders are granted a reduced instructional workload—15 hours per week instead of the standard 18—to facilitate research initiatives, while concurrently serving as the primary guardians of secularism (laïcité) and civic consciousness. Conversely, the Armenian leadership model exhibits a pronounced socio-cultural character, relying heavily on the recently instituted system of voluntary certification and the traditional perception of the teacher as a vital custodian of national-cultural values. However, due to the structural necessity of balancing a dense teaching schedule with intensive methodological and mentoring responsibilities, Armenian teacher-leaders face a critically high risk of professional burnout.

The study substantiates that sustainable and effective pedagogical leadership requires not only rigorous academic preparation but also deliberate institutional workload reduction and institutionalized psychological support mechanisms. The French model offers a valuable structural benchmark for Armenia regarding the optimization of instructional hours, whereas the Armenian experience of value-based leadership remains highly significant for the preservation of educational identity within a globalized landscape.