Spiritual and moral values in the professional culture of a modern teacher

. The article presents the results of a theoretical analysis of the importance of spiritual and moral values in the professional activity of a modern Russian teacher of a general education organization. General education as an important social institution performs the functions of reproduction of spiritual and moral values of the younger generation. We substantiated the relevance and theoretical model of the study of the content of the teacher’s professional culture, spiritual, and moral values as the basis of its formation (it is based on a brief analysis of the publications of the science-intensive Scopus database). In the empirical part of the study, the developed theoretical model is tested on the example of the pedagogical community of the South of Russia (Stavropol Krai). The survey of the pedagogical community is organized in electronic form. 153 teachers of educational organizations of Stavropol Krai were invited to participate and took part in expert assessments. The obtained research data are used in improving the process of formation of spiritual and moral values in the process of professional training and advanced training of teachers. We formed strategic approaches in preparing the pedagogical community for the challenges in accordance with the demand of modern Russian society for the transformation of educational work and teachers ’ values.


Introduction
In the process of spiritual and moral education of the younger generation, the leading role is played by the teacher as a carrier of spiritual and moral values.The demand of modern Russian society for the transformation of educational work with the younger generation and the current model of spiritual and moral values of teachers will allow us to develop strategic approaches in preparing the pedagogical community for the challenges of modernity.
In this regard, the purpose of our research is to develop and empirically substantiate an actual model of spiritual and moral values of teachers of the Russian system of general education.
The issues of spiritual and moral development of a teacher's personality are relevant in the system of general education and deserve attention from the research community.This is reflected in the publications of contemporary authors from around the world.Thus, the authors of the article R. Pishghadam, N. Yousofi, M.S. Tabatabayeyan characterize pedagogical activity as deeply emotional in substantiating the relevance of their research [1].In this regard, there is a professional burnout.The authors of the article (using the example of a study conducted among Iranian teachers of English) show the positive impact of a high level of spiritual intelligence, which reduces emotional stress and helps to successfully cope with professional burnout.Thus, the development of spiritual intelligence is an important element of the teacher's professional culture, which not only helps in solving work tasks, but also ensures the preservation of emotional stability to stressful situations; it is a reflection of the level of formation of spiritual and moral values of the teacher's personality.
The topic of theoretical substantiation and empirical measurement of spiritual intelligence is developed in the article by the authors Sh.Upadhyay, N. Upadhyay, who propose a multi-criteria decision-making system for university teachers [2].The analytical hierarchical process is designed to make decisions on many criteria and serves as the basis for calculating the teacher's spiritual intelligence index.The results of this study confirm the relevance of the study of the subject field "spiritual and moral values of teachers", emphasize the multidimensional nature of the topic and are important for the development of our research strategy based on multi-criteria assessment and statistical procedures of factor analysis.
Spiritual and moral values are reflected in the self-actualization of the individual and are an important component of the active citizenship of the individual.The authors of the article Prapapat Niyom, Pongnarin Monboonliang in their research emphasize that the creation and transfer of the experience of positive social interaction and assistance in selfactualization of personality occur during school period [3].In their opinion, it is important to use the spiritual and moral potential of the national religion and show examples of spiritually active citizens, including in the pedagogical community, which directly transmits this experience to students.Thus, we see confirming the relevance of researching teacher's personality and values.
The development of modern digital technologies increases the intensity of information and socio-psychological loads on teachers in the process of implementing their direct professional functions.The authors of the article A.M. Moldavan, Ch.Edwards-Leis, J. Murray ask how these technologies can contribute to improving the professional well-being of teachers.In their opinion, it is possible to use a digital learning platform to inform teachers about the social, physical, emotional, cognitive and spiritual aspects of well-being through targeted modular classes and discussions on community forums [4].With the help of experimental work carried out for several years, scientists have found that the development of spiritual aspects of professional well-being of teachers contributes to independent reflection on life and the preservation of psychological well-being.Therefore, we see the importance of spiritual aspects in the professional activity of a teacher and the need for their development along with modern digital technologies.The advantage of the author's social experiment is the emphasis on the fact that the processes of spirituality formation in the pedagogical community are as important as the introduction of new digital technologies.These processes do not contradict each other and can be improved by complementation.
Education as a social institution of society performs social functions related to the reproduction of spiritual and moral values of the younger generation.The authors of the article O. Mayseless, A. Kizel believe that in order to prepare young people for civil society, it is necessary to expand the modern concept of humanism [5].In this concept, the authors define spirituality as the main dimension of human nature.According to O. Mayseless, A. Kizel, the conceptual model of the development of spirituality in the education system should include 3 important elements: the coordination of the proclaimed and real spiritual and moral values of the student's personality; the presence of intraorganizational values in the educational organization shared by the pedagogical and student community; diversity and pluralism of the local community, which participates in the upbringing of the younger generation and contributes to contribution to the spiritual and moral development of youth.Consequently, we see a great role of the pedagogical community in the organization of this complex system aimed at the development of spirituality in educational organizations.For the successful performance of such a role, an important aspect is the presence of teachers' own positive spiritual and moral values [6,7].This conclusion once again underlines the relevance of the topic of the research.
A brief review of publications in the subject field of the study "spiritual and moral values of a teacher" confirms the relevance of the question posed.In the course of theoretical analysis of modern scientific discourse, important approaches in the study of spiritual and moral values of teachers have been identified: the role of the pedagogical community in the formation of a complex system of spirituality in the organizational culture of educational organizations; the formation of spirituality in the pedagogical community performs the functions of psychological protection, is no less important than the introduction of new digital technologies; spiritual and moral values are reflected in the selfactualization of the individual and are an important component in the formation of an active civic position of the individual during school period; the development of spiritual intelligence is an important element of the professional culture of the teacher, which is not only helps in solving work tasks, but also ensures the preservation of emotional stability to stressful situations [8,9].

Materials and methods
The study of the system of spiritual and moral values in the professional culture of a modern teacher was conducted in Stavropol Krai by electronic questionnaire in March 2023.153 teachers of educational organizations of Stavropol Krai were invited and took part in expert assessments.In the theoretical model of spiritual and moral values, the survey participants were asked 27 substantive questions that reveal the theoretical concept in empirical indicators.The full list of indicators is given in table 2. The participants of the expert survey evaluated each meaningful indicator for its significance in the system of spiritual and moral guidelines of a modern teacher of general education in Russia.To measure the significance, a five-point scale was used, where 1 point shows the lowest significance of a spiritual and moral guideline in the value system of a modern teacher and 5 points show the highest value.Experts could put any value from 1 point to 5 points depending on their opinion.

Results and discussion
This part of the research paper presents the results of the survey, in which the participants of the expert regional survey -teachers of educational organizations of Stavropol Krai, assess the importance of spiritual and moral values in the professional culture of a modern teacher.
The use of statistical procedures of factor analysis to develop a structural model of significant spiritual and moral values in the professional culture of a modern teacher makes it possible to determine the full explained variance.According to the results of statistical processing of the expert survey database in the SPSS Statistics program (version 23), the total explained variance was 83.618% and was determined by 5 components.The data are presented in table 1. Compiled by the authors The listed 27 components in the theoretical model of spiritual and moral values of a modern teacher of general education were evaluated by the participants of the expert survey on a five-point scale.As a result of factor analysis performed by Rotation Method: Varimax with Kaiser Normalization (Rotation converged in 9 iterations), the indicators were grouped into 5 structural components.Conscience (factor load coefficient 0.854); honesty (factor load coefficient 0.808); respect for others (factor load coefficient 0.795); Homeland (factor load coefficient 0.792); self-respect (factor load coefficient 0.788); life (factor load coefficient 0.732); responsibility (factor load coefficient 0.714); health (factor load coefficient 0.695); common sense (factor load coefficient 0.682); partnership (factor load coefficient 0.678); good manners (factor load coefficient 0.678).
The moral responsibility of the teacher for his/her/their behaviour in front of other people, society, truthfulness, integrity, loyalty to the obligations assumed, love for the Homeland and the value of life.
The teacher's willingness to devote his life and mobilize all his/her/their spiritual, moral and intellectual qualities of personality for the benefit of the formation of the younger generation 3rd structural component Self-development (factor load coefficient 0.843); independence (factor load coefficient 0.817); reflection (factor load coefficient 0.749); intransigence to one's own shortcomings (factor load coefficient 0.609); individuality (factor load coefficient 0.605).
The focus of the teacher's personality on selfdevelopment, relevant for changing living conditions 4th structural component Spiritual perfection (factor load coefficient 0.787); civic duty, patriotism (factor load coefficient 0.625); material well-being (factor load coefficient 0.591); dialogical communication (factor load coefficient 0.569).
Continuous improvement of the spiritual and civic qualities of the teacher's personality for the transfer of experience to the younger generation.

Compiled by the authors
The mathematical procedures of factor analysis performed by the method of selecting the main components distributed the 27 listed spiritual and moral guidelines evaluated by experts into 5 structural components of the actual value model: 1. Moral responsibility of a teacher for his/her/their behaviour in front of other people, society, truthfulness, integrity, loyalty to commitments, love for the Homeland and the value of life.
2. The teacher's willingness to devote his/her/their life and mobilize all spiritual, moral and intellectual qualities of personality for the benefit of the formation of the younger generation.
3. The focus of the teacher's personality on self-development, relevant for changing living conditions.
4. Continuous improvement of the spiritual and civic qualities of the teacher's personality for the transfer of experience to the younger generation. 5. Self-confidence.
The conducted research shows a mathematically grounded structural model of the spiritual and moral values of a modern teacher in the Russian system of general education.

Conclusion
The conducted research allows us to draw a number of conclusions: 1. We identified important approaches in the study of spiritual and moral values of teachers, during the theoretical analysis of modern scientific discourse: the role of the pedagogical community in the formation of a complex system of spirituality in the organizational culture of educational organizations; the formation of spirituality in the pedagogical community performs the functions of psychological protection, is no less important than the introduction of new digital technologies; spiritual and moral values are reflected in the self-actualization of the individual and are an important component in the formation of an active civic position of the individual during school period; the development of spiritual intelligence is an important element of the professional culture of the teacher, which not only helps in solving work tasks, but also ensures the preservation of emotional stability to stressful situations.
2. A mathematically based structural model of the spiritual and moral values of a modern teacher in the Russian system of general education has been developed, which includes 5 structural elements: -moral responsibility of a teacher for his/her/their behaviour in front society, truthfulness, integrity, loyalty to commitments, love for the Homeland and the value of life; -the teacher's willingness to devote his/her/their life and mobilize all spiritual, moral and intellectual qualities of personality for the benefit of the formation of the younger generation; -the focus of the teacher's personality on self-development, relevant for changing living conditions; -continuous improvement of the spiritual and civic qualities of the teacher's personality for the transfer of experience to the younger generation; -self-confidence.The information obtained during the research can be useful in the system of training and advanced training of personnel for modern educational organizations of general and secondary vocational education, as well as for improving the content of personnel work aimed at preventing professional burnout of teachers.
The demand of modern Russian society for the transformation of educational work with the younger generation and the current model of spiritual and moral values of teachers will allow us to develop strategic approaches in preparing the pedagogical community for the challenges of modernity.

Table 1 .
Full explained variance of the expert assessment

Table 2 .
Matrix of rotated components, describing the structure of spiritual and moral values of a modern teacher of general education These interpretations of the structural elements of the model of spiritual and moral values of a modern teacher of general education are presented in the table 3.

Table 3 .
Interpretation of structural elements of the model of spiritual and moral values of a modern teacher of general education