SOCIAL-LEGAL STATUS OF THE TEACHER OF HIGHER SCHOOL IN UKRAINE AT THE BEGINNING OF THE XX CENTURY

Introduction. Modern historical-pedagogical science lacks the studies, which present a comparative analysis of the position of a teacher of higher school (at the level of the academic community, society, state) in the Russian and Austro-Hungarian empires. Purpose. The purpose of research is to characterize the social-legal status of the teachers of higher school in Ukraine in conditions of the imperial space and to identify the means of stimulating highly productive professional activities of scientific-pedagogical staff at the beginning of the XX century. Methods. A number of methods have been used in the study: textual analysis – in the process of processing archival materials and scientific literature, synchronous analysis – to determine the national, social and gender characteristics of the teaching staff in the territory of the Russian and Austrian empires, the method of comparison – to distinguish a number of responsibilities and the rights of teachers of higher education institutions of Ukraine, historical-genetic – to study the continuity of educational traditions in relation to the teacher, the method of generalization – to make conclusions and define perspectives for future research. Results. The importance of recognition by society and the state of the worthy status of teachers – representatives of intellectually capacious, socially significant work, the use of a wide range of means of motivation and stimulation of the aspiration of the scientist to the high results are revealed. It has been proved that the enrollment of all full-time teachers to the category of civil servants of the corresponding table-status hierarchy of the Russian and Austrian empires contributed to the increase of the prestige of the teacher's profession and, at the same time, led to the subordination of scientific-pedagogical activity to meticulous bureaucratic control. At the same time, despite the unification processes in the world educational space, a number of differences in the position of higher school teachers in the territory of Ukraine, which was part of the two empires, were revealed. Originality. A polyaspect analysis (according to social, national and gender criteria) of the faculty of higher schools of Ukraine within the Russian and Austro-Hungarian empires is carried out. Conclusion. A number of duties of the teacher in relation to the corresponding professional qualification, educational and methodological level, scientific activity, preparation of a new generation of scientific-pedagogical staff, implementation of educational functions, initiative and public activism – at the level of the academic community, society, and the state is outlined. The complex of rights, which are at various degrees characteristic for teachers of higher education institutions on the territory of Ukraine, is generalized, in particular: academic (freedom of teaching and scientific creativity), corporate (participation in collegiate and advisory meetings), civil and political (independence of the individual, freedom of thought, words, views, beliefs, the ability to elect and be elected to state authorities, local self-government bodies), the right to social protection (adequate living standards, decent wages, pension provision). It has been proved that the stabilization of the legal personality status of the teacher in the Russian-subordinate higher school in Ukraine was made impossible by the lack of constitutional principles, close police supervision, censorship of manuals, training courses and dissertations, etc.