Mokytojų problemos 1918–1940 metų Lietuvos pedagoginėje spaudoje

LTStraipsnyje nagrinėjamos mokytojų darbo sąlygos ir pragyvenimo problemos 1918–1940 m. Lietuvos Respublikos laikais. Pedagoginėje ir istoriografinėje literatūroje išsamiai atskleista mokytojų darbo metodika, žymiausių Lietuvos filosofų ir pedagogų pedagoginės teorijos ir idėjos, paliestos mokytojo įvaizdžio ir autoriteto problemos, tačiau tik epizodiškai rašyta, kiek pastariesiems dalykams darė įtakos jų darbo sąlygos ir atlyginimas. Pagrindinis šaltinis, padėjęs atskleisti šio straipsnio temą, – pačių mokytojų ir švietimo sistemos darbuotojų refleksijos tuometinėje periodinėje spaudoje. [Iš leidinio]Reikšminiai žodžiai: 1918–1940 m. Lietuvos Respublika; Mokytojai; Mokytojų darbo; Mokytojų darbo sąlygos; Mokytojų pragyvenimo sąlygos; Pedagoginė periodika; Sąlygos; Žiniasklaida; Lithuanian Republic 1918–1940; Pedagogical periodicals; Press; Teachers; Terms of living; The Lithuanian Republic 1918–1940; Work conditions.

ENIn period of existence of the Lithuanian Republic in 1918–1940 a profession of teachers became one of the most important actors in independent nation formation. In this article such problems as conditions of teachers work and living are discussed. Really profession of teachers was so prestigious that teacher was required to be moral and practical example of the best representative of the nation. Modern educational scholarly literature and historiography gives quite essential facts about teachers methodics, theories and ideas of prominent Lithuanian philosophers and educators also problems of authority and image of teachers are discussed thoroughly. In spite of this, question how much affected teachers work and living conditions salaries and other reimbursement or lack of it their work is only fragmentary discussed. The main sources to answer this question are the publications which were written by teachers themselves in various educational and noneducational press. In periodicals of 1918–1940’s Lithuania were emphasized nonqualitative training of teachers, it was proposed not to exempt teachers without qualifications, because thre were lack of educators. Many worked as teachers temporarily due to unsuccessful official carrier. During 30’ies teachers social duties became too heavy and demand of stronger professional union accured. In periodicals of this period teachers often demanded of better living conditions in order to rise to higher official position but after the Great economical crisis teachers salaries were not restored in the former level. Situation was even worse because teachers did not received any travel allowances or house rent and transport money while working in rural areas. Rural teachers were cut from such cultural centres like libraries and theatres. [From the publication]

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