The article deals with theoretical and practical issues of managing the professional growth of teachers in the context of implementing the project of the national system of teacher growth. A brief analysis of the works of Russian and foreign scholars on the research topic is given. The main purpose of the study was to reveal some of the mechanisms and approaches that contribute to the professional growth of teachers in the context of implementing the national system of teacher growth. The authors note that one of the main problems of improving the quality of the continuous education system is the lack of common approaches and common understanding in improving the professional competence of teaching staff. In this regard, the authors pay special attention to the problems of professional development of workers in the education system. The article reveals pedagogical conditions aimed at increasing the level of professional competencies of teachers. The combination of new approaches to the process of additional professional education and the attraction of the personal experience of teaching staff, the satisfaction of their needs will ensure the actualization of the mechanisms for the development of personal and professional potential.

.The article proposes a system of activities for studying difficult aspects of root and affixational morphemes in the Russian language, taking into account their systemic nature and functions. In the paradigmatic plan, semantic, synonymous, antonymic, and homonymous variable relations were considered. In reality, bilingual schools do not sufficiently take into account the principles of functionality, consistency, the influence of the native language of students, taking into account the semantics of morphemes, the relationship of morphemics with spelling, with parts of speech, the grammatical function of morphemes and close connection with word formation. The article deals with difficult aspects of morphemic analysis of nouns, pronouns, verbs, and verb forms. The functioning of prefix morphemes that are absent in the native language present difficulties due to their abstractness. The word-formation and inflectional functions of prefixes, which generally entail changes in semantics and introduce lexical changes, are not sufficiently taken into account. Special attention is paid to the functions of suffix morphemes: derivational, form-building, and grammatical. The grammatical functions of the suffix morphemes of various parts of speech should be mastered by bilingual learners consciously, with special attention paid to the patterns of their use in determining the gender of nouns, types of verbs. The study attempted to fill in the gaps, to reveal the main difficulties in teaching morphemics in a bilingual school and to deepen the scholarly foundations of teaching, to substantiate approaches, methods of teaching root and affixational morphemes. The scholarly and methodological article highlights the problems of the linguoculturological function of morphemics and its laws. When selecting educational material for the Morphemics Section, we rely on the following principles of the methodology: functional orientation, system-activity approach, taking into account the influence of the native language of students, cultural orientation, the principle of taking into account the influence of the native language of students, principles of modeling linguistic units, etc.

The success of schoolchildren and students in studying various subjects largely depends on the level of language proficiency in which the educational process is carried out, and the high requirements for the language culture of teachers and students help to increase the rating of the school and university. The work that provides such results must be regular and systematic, but the main difficulty is that it is interdisciplinary in nature. The article presents some linguistic projects that are being implemented by the Laboratory of Interdisciplinary Philological Projects in Education of the Moscow Pedagogical State University. The author gives an idea about the linguodidactic support of school subjects, about the design and research work of schoolchildren and students, the formation of their linguistic worldview. The article also tells about the implementation of such extracurricular activities as class hours, quizzes, festivals, in which working with the language becomes an obligatory component. Other projects presented in the article include a meta-subject advanced training course for teachers, as well as an annual all-Russian conference with international participation on the role of the Russian language in school and university teaching in various subjects. The experience of implementing interdisciplinary linguistic projects in education confirms that the formation of a value attitude towards the language in which the educational process is carried out is a necessary condition for both increasing the level of the linguistic and general culture of students and their success in their future profession.

The implementation of current innovations in the education of the Russian Federation (the National Project “Education”, the professional standard of a teacher, a new certification system, and others) is changing the management in educational organizations. The educational management system needs a new generation of management personnel. The purpose of the article is to determine the theoretical basis for developing the managerial competence of the head of a general education organization, taking into account regional specifics. The characteristics of the concept “managerial competence of the head of an educational organization” are given. This definition is considered as a systemic-personal unity of the teacher’s motivational predisposition to leadership and their mastery of practice-oriented technologies for solving a wide range of professional tasks in a modern school. The levels of management activity of school managers are presented, as well as Russian and international practices in improving the professional competence of a manager. The activity of educational organizations of Amginsky District, Sakha Republic (Yakutia) on the development of the managerial competence of school principals is demonstrated.

The article analyzes the current problems of teaching the Russian language in the modern Chinese audience, in connection with the modernization of education in this country. The issues of teaching staff, the combination of traditional and innovative policies in the field of teaching the Russian language, the transition of object-object relations into subject-subject relations are considered, the difficulties of studying the Russian language by Chinese students of Russian grammar, vocabulary, and the use of modern multimedia teaching aids are investigated. The analysis of the training of students, undergraduates from China, studying in different educational units of the North-Eastern Federal University named after M.K. Ammosov. The author establishes the difficulties associated with various kinds of cold, social, linguistic adaptations, as well as the problems of learning the Russian language. The practice of teaching Chinese students the Russian language by teachers of the department of Russian as a foreign language of NEFU is shown, innovative forms and methods have been introduced into the system of teaching the Russian language, starting with the alphabet, phonetic norms of pronunciation of Russian sounds and letters to professionally oriented work on enriching vocabulary, difficult cases in grammar of the Russian language, the author’s methodology for the development of oral coherent speech based on working with artistic text. The effectiveness of the investigated approach to teaching the Russian language to Chinese students has been revealed.

In recent years, the number of studies devoted to the problem of self-actualization of the individual has significantly increased in the world and Russian reserach. The focus of these studies is on the problem of developing a harmonious and competent personality that maximizes his/her potential in the interests of personal and social growth. The modern era is characterized by the presence of rapid social changes that force the individual to constantly rebuild their existing life relationships and transform themselves. These modern circumstances of a person’s life sharpen their inner need for individual solutions to topical issues related to self-knowledge, determining their abilities, aspirations and desires, their “mission” in the world, self-improvement, and issues directly related to self-actualization of the individual. Our analysis of the personal sphere of successful people was aimed not only at studying its content characteristics, but also at studying the features of its structure. It reflects the existence of multi-sided relationships between various components of the personal sphere of successful people.

The relevance of the study of motivation for achieving success in the prism of psychology of different age stages is due to the problem of the ambiguous manifestation of the studied phenomenon in the course of a person’s life, as well as the need to identify the causes of declines and rises in motivation to achieve success. In our study, we set ourselves the goal of conducting a comparative analysis of the motivation for achieving success in adolescence and adulthood. The test by T. Ehlers “Motivation to achieve success” was used as a diagnostic method. For the mathematical processing of the empirical data, the calculations of the Pearson correlation coefficient and the Student’s t-test were used. Having studied the diagnostic material of 27 adolescents and 30 people of mature age, the highest average indicators of motivation for achieving success were found in subjects aged 28-38 years (the period of rise), and the lowest - in subjects aged 39-42 years (the period of decline). In the direction of further work on the study of the motivation for achieving success, a study is being carried out with a large number of respondents of different ages and genders using additional empirical methods that allow us to identify the causes and factors of reducing the motivation for achieving success at different age stages.

In the history of human thought, there were many universalist ideas, concepts, systems: natural science, philosophical, humanitarian. By the middle of the 20th century, humankind realized how the world works in general terms. Theories were created to explain the structure of the atom, molecule, cell, stars, and galaxies. The main trends of evolution, anthropogenesis, self-organization of the world were understood; however, it turned out to be far from complete universal concepts. In the humanitarian and social spheres, where there much is still insufficiently studied, there are more problems. This contributed to the fact that the last centuries have demonstrated to humankind total social conflicts and experiments. Now, global conflicts have given numerous recurrences, becoming more ramified, sophisticated and dangerous. There is universalism in three main groups of sciences: natural, focused on the study of the world and nature (part of the world corresponding to the living); social, considering social processes; and humanitarian, associated with the products of the human spirit. It was substantiated that the overwhelming majority of the grounds used turned out to be inconsistent with the set goals. To substantiate this statement, it should be noted that philosophy is focused on the ultimate foundations of natural science and social and humanitarian knowledge (science and culture). Everything that is beyond these foundations is investigated by scholarly methods, and a purely philosophical approach allows most of this world to be bracketed, while the universalist approach is only strengthened. This approach is a coordinate system of the world, which is a set of extreme dynamic equilibria of things. It is determined through the equilibrium interactions of a particular thing with the environment (other things) and with the level of its structural equilibrium. The main initial concepts are the World, the Thing is the main ontological concept and Interaction. Looking from the point of view of the coordinate system allows us to say that the world is complex, but the coordinate system is relatively simple, despite the fact that it is part of the world and is a component part of it.