Introduction. In today’s world, characterized by rapid digitalization, political polarization, military conflicts, environmental crises, and uncertainty about the future, the issue of shaping students’ value orientations is a global challenge. Therefore, it is crucial to consider humanistic values as the foundation for the moral education of the younger generation. Aesthetic education holds significant potential for shaping individuals’ value orientations. However, the effectiveness of educational efforts depends on the professionalism, experience, and competence of educators. The purpose of this study is to identify the features of nurturing children’s value orientations in the context of supplementary education, based on evaluating the impact of teachers’ academic and professional background.
Materials and Methods. The research was conducted on the basis of axiological, ethno-pedagogical, and reflexive-activity approaches. The design is based on a combination of quantitative and qualitative, theoretical and empirical methods. Diagnostics and experimental work with teachers (N=380), questionnaires, observation, formative experiment with children (N=754), monitoring of the dynamics of the results were carried out. Correlation analysis using the Pearson method was used to identify statistically significant relationships.
Results. The initial diagnostics revealed low indicators in the motivational and value component and in the level of professional reflection among newly-qualified teachers and specialists who do not hold academic degrees in education. As a result of targeted support for the professional development of teachers, including professional development courses, mentoring, professional interaction in online communities, project activities, systematic monitoring, individual projects, and individual professional development programs, positive dynamics were achieved. The correlation analysis revealed statistically significant relationships between the level of teachers’ professional competence and the value orientations of students.
Conclusions. The following features of nurturing children’s value orientations in the context of supplementary education have been identified: 1. Children’s value orientations are developed in close connection with their emotional and artistic activities, inclusion in ethno-cultural practices, and interaction with significant adults. 2. A supplementary education teacher acts as a mediator of cultural meanings, an organizer of the educational environment, and a model of value-based behavior. 3. In order to effectively achieve the objectives of supplementary education, it is necessary to ensure targeted teachers preparation. The authors have proven that interaction with a purposefully trained teacher significantly enhances children’s interest in their native culture, develops their aesthetic perception, increases their willingness to engage in creative collaboration, and nurtures their sense of civic responsibility and respect for tradition.