The results of the educational process often cause criticism from the state, parental and pedagogical
communities and society as a whole. This is due to the fact that norms created at the institutional
level of the education system do not always allow achieving goals at the procedural level.
It is the school teacher, as a key subject of educational activity, who is able to give the most reasonable
answer to the question if the existing norms really help to achieve educational goals. In this regard,
the purpose of the study is to assess the quality of norms and norm-setting in the field of education
and to determine the possibilities and prospects for the deliberate participation of the pedagogical
community in it.
An expert survey of practicing teachers (N = 87) was conducted with the help of Google Forms
service. Respondents evaluated the norms of the Constitution of the Russian Federation; federal
laws; codes of pedagogical ethics, etc.
The experts' assessment of the norms showed that normative regulation of the sphere of education
set the important priorities in upbringing. However, there are problems associated with the
implementation of these priorities due to excessive bureaucratization; limitation of the creative
potential of teachers; unwillingness to constructively interact with other subjects of norm-setting,
etc. The majority of teachers cannot influence the creation, change or abolition of norms that
regulate the educational process at school (with the exception of the local norms). But they are ready
to actively participate in the public discussion of the norms regulating upbringing.
The research results can be used to further study of the education system through the prism of
norm-setting activity, and can also be useful for the formation and implementation of mechanisms
for the participation of the pedagogical community in determining the value-normative priorities
of upbringing.