In Ukraine, there is a current reform entitled New Ukrainian School. It is inevitably leading to a shift in in-service teacher training which is primarily based on raising the prestige of teaching in Ukrainian society. For making the reform evidence-based, Ukrainian Ministry of Education and Science commissioned the Ukrainian Educational Research Association research which might serve as a baseline study for formulating appropriate policies in the field of in-service teacher training. Thus, the UERA did All-Ukrainian Monitoring Survey of Secondary School Teachers and Principals (by TALIS methodology) conducted by with the questionnaires for teachers and principals used for Teaching and Learning International Survey conducted by OECD in 2013. The monitoring survey, headed by the authors of the submission, was a part of the Teacher Project within the big scale project “Educational Reform: Quality Assessment in the International Context”.

The TALIS questionnaire contained some questions about teacher job satisfaction that demonstrated that 93 % of Ukrainian teachers are satisfied with their work. Such exclusively high degree of job satisfaction  might be attributed to the fact that they ‘have focused on social desirability: that respondents answer questions about normative behavior to appear prosocial’ (Brenner & DeLamater, 2016), as Swann (1983) puts it, ‘bringing social reality into harmony with the self’ which allows individuals to “create—both in the actual social environments and in their own minds—a social reality that verifies and confirms their self-conceptions” (Swann, 1983, 33).

But without additional information and teachers’ direct feedback and reflections, the TALIS like survey data collection process might be viewed as a one-way flow of information – from the respondent to the paper questionnaire without any additional verification.

On the other hand, it proved that only a third of Ukrainian teachers (31,2 %) «strongly agree» and «agree» with the statement that the teaching profession is valued in society. The similar ideas are actively expressed by the teachers in their professional social network groups and comments on the reform progress.

According to the above reasons, the researchers are interested in studying the teachers’ reasons for providing opposite information about job satisfaction in the survey and in professional social network groups, as well as the ways of raising society’s understanding of the value of teachers’ work?   

The contradictions actualized the need for answering the following research questions:
• What are the reasons for providing opposite information about teacher job satisfaction in the survey and in professional social network groups?

The research is based on the combination of methods. Meta-analysis in our research might assist in the understanding of what accounts for the surveyed giving opposite positions in the questionnaire and in professional social network groups. It can help the researchers to conceptualize their point of view by combining different sources of information and thus to be less dependent on subjective ideas. The surveyed get into the deconstruction focus placed at the intersections of the social context, school atmosphere, and teachers’ reflection. The other methods used are content analysis and focus groups. The authors seek an alternative explanation for a cause of bias. After analyzing the respondents’ answers about job satisfaction in the paper-based survey, the authors are going to analyze the content of respondents’ comments in professional social network groups in terms of job satisfaction. Survey responses and records will be compared and the findings will be discussed in terms of teacher identity.

The expected outcomes deal with pointing out inconsistencies in the survey data and comments in professional social network groups. Based on focus groups with the respondents, the authors will draw conclusions of what the respondents see as reasons for biased presenting their job satisfaction.

1.Brenner, Ph., DeLamater, J. (2016) Lies, Damned Lies, and Survey Self-Reports? Identity as a Cause of Measurement Bias, Social Psychology Quarterly, Volume: 79 issue: 4, page(s): 333-354. https://doi.org/10.1177/0190272516628298 2.Swann, W. B. (1983). Self-Verification: Bringing Social Reality into Harmony with the Self. Social Psychological Perspectives on the Self. Vol. 3. Hillsdale, NJ: Erlbaum; 1983. pp. 33–66. 3.Shсhudlo, S., Zabolotna, O., & Lisova, T. (2017) Ukrayins`ki vchy`teli ta navchal`ne seredovy`shhe. Rezul`taty` Vseukrayins`kogo monitory`ngovogo opy`tuvannya vy`kladannya ta navchannya sered dy`rektoriv i vchy`teliv zagal`noosvitnix navchal`ny`x zakladiv (za metodologiyeyu TALIS) [Ukrainian Teachers and Learning Environment. Results of All-Ukrainian Monitoring Survey of Teaching and Learning of Teachers and School Principals by TALIS Methodology, Drogoby`ch: UADO; TzOV «Trek-LTD». 4.de Leeuwu, E. (2005). To mix or not to mix data collection modes in surveys. Journal of Official Statistics, 21, 233-255. 5.Wentz, B., Lazar, J. (2009). Email accessibility and social networking. In Ozok, A., Zaphiris, P. (Eds.), Online communities and social computing (Vol. 5621 of lecture notes in computer science) (pp. 134-140). New York, NY: Springer.