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. This study analyses how changing requirements for results and processes of general education determine new or updated roles and responsibilities of teachers in the context of building a qualification framework in the field of education. The purpose of the research is to develop and test a technology for modeling roles and responsibilities and corresponding professional qualifications of general education teachers determined by changing requirements of the labor market and employers. Materials and Methods. The study follows the process approach and methodology of structural and functional analysis of professional practice. The authors applied the following research methods: modeling, questionnaires, approbation, comparative analysis, generalization, classification, interpretation as well as methods of graphical representation of information in data processing and interpretation. In order to collect empirical data, the authors developed a questionnaire through modeling roles and responsibilities of teaching staff based on legislative materials as well as theoretical and practical evidence reflecting the requirements for processes and results of general education in the Russian Federation. Results. The article presents a technology for modeling prospective roles and responsibilities and corresponding professional qualifications of general education teachers developed and tested by the authors. The system of current roles and responsibilities of subject teachers, class teachers and academic counselors has been established. The authors developed a set of prospective roles and responsibilities for education practitioners, the institutionalization of which is required for an appropriate response of a general education setting to changing requirements for processes and results of its work. The study reveals how employers evaluate the importance of current roles and responsibilities of education practitioners and the demand for prospective ones. The authors summarize the ideas of employers about pursuing a career in the field of education. The study reveals an apparent discrepancy between the employers’ recognition of diversification of professional activities within educational settings and the stable professional and social stereotype of a ‘universal teacher’. The hypothesis about the hybridization of teachers’ roles and responsibilities as a basic way of developing the qualification framework in the field of education has been tested and confirmed. Conclusions. The efficiency of the developed technology for modeling prospective roles and responsibilities and corresponding professional qualifications of general education teachers in accordance with the changing requirements of the labor market has been proved.

Technology of modeling current and prospective roles and responsibilities of teaching staff for general education settings