婚姻状态下教育管理的特点

L. Voznyuk, Oleksandr Dobrohorskyi
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Kasyanova, O. I. Marmazy, T. I. Sushchenko highlighted the problems of educational management in innovative conditions. Peculiarities of management of institutions of general secondary education were reflected in the researches of N. M. Bibyk, V. I. Maslova, N. G. Protasova, A. I. Prokopenko. In their research, scientists note that modern educational management is constantly being updated, the functional composition of the manager is expanding, and new management technologies are being introduced. The peculiarities of the introduction of anti-crisis management into the management system of institutions of general secondary education are considered. The problems of anti-crisis management, which were reflected by both domestic and foreign scientists (I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk). It was found that the scientists came to a conclusion about the specifics of anti-crisis management techniques and methods. The peculiarities of the introduction of anti-crisis management into the management system of institutions of general secondary education are considered. The problems of anti-crisis management, which were reflected by both domestic and foreign scientists (I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk). It was found that the scientists came to a conclusion about the specifics of anti-crisis management techniques and methods. The content of such management is revealed, which is characterized by constant observation, detection and localization of problematic phenomena that occur in the educational environment of an educational institution; prevention of crisis situations; able to determine the necessary resources to stabilize the activities of the teaching staff. It was determined that the management of educational institutions under martial law requires the manager of school education to master the basics of anti-crisis management as a new strategy for managing an educational organization. It has been proven that the management of general secondary education institutions under martial law requires competent orientation in emergency situations, effective personnel and information policy, high-quality organization of the educational process, favorable conditions for remote work, and the ability to establish partnerships with all social partners. Three main tools of anti-crisis management are identified. Among them: monitoring and diagnostics based on indicators of the state of the organization, planning and development of an anti-crisis strategy, and controlling. The main principles of anti-crisis management in the conditions of martial law are determined, in particular: diagnosis of crisis phenomena according to the level of their danger; responsiveness to danger; timeliness of management decisions, their legality; constant control over the implementation of management measures. The main areas of implementation of the situational approach, which must be taken into account when making management decisions in difficult situations, are revealed. 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The content of the motivational function of the education manager is defined, which includes: ensuring teamwork of participants in the educational process; effective use in personnel management of modern methods and tools that ensure the quality of the educational process; organization of measures to increase the responsibility of pedagogical workers for the fulfillment of state education standards. It has been proven that the management of general secondary education institutions under martial law requires competent orientation in emergency situations, effective personnel and information policy, high-quality organization of the educational process, favorable conditions for remote work and the ability to establish partnerships with all social partners.","PeriodicalId":340274,"journal":{"name":"Dnipro Academy of Continuing Education Herald. 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引用次数: 0

摘要

本文揭示了戒严时期教育管理者活动的主要内容。毕竟,即使在乌克兰目前经历的这样一个困难时期,学校教育质量问题仍然具有相关性。研究发现,在这种情况下,学校的管理子系统成为普通中等教育机构能否充分发挥作用的重要因素。确定了普通中等教育机构的教育质量取决于学校管理的有效性。通过对科学资料的分析,发现乌克兰教育管理的概念原则是充分发展的,并对教育变革的管理制度进行了调查。因此,在G. V.叶利尼科娃、L. M.卡利尼娜、O. I.卡西亚诺娃、O. I.马马齐、T. I.苏先科的著作中,突出了创新条件下教育管理的问题。N. M. Bibyk、V. I. Maslova、N. G. Protasova、A. I. Prokopenko的研究反映了普通中等教育机构管理的特殊性。科学家在研究中注意到,现代教育管理不断更新,管理者的职能构成不断扩大,新的管理技术不断引入。分析了在普通中等教育机构管理体系中引入反危机管理的特点。国内外科学家(I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk)反映的反危机管理问题。结果发现,科学家们对应对危机的技术和方法的具体内容得出了结论。分析了在普通中等教育机构管理体系中引入反危机管理的特点。国内外科学家(I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk)反映的反危机管理问题。结果发现,科学家们对应对危机的技术和方法的具体内容得出了结论。揭示了这种管理的内容,其特点是不断观察、发现和定位教育机构教育环境中出现的问题现象;预防危机局势;能够确定必要的资源,以稳定教学人员的活动。作为新的教育机构经营战略,戒严时期的教育机构经营要求学校教育管理者掌握危机管理的基本知识。事实证明,戒严令下普通中等教育机构的管理需要在紧急情况下有能力的指导、有效的人员和信息政策、高质量的教育过程组织、远程工作的有利条件以及与所有社会伙伴建立伙伴关系的能力。本文确定了三种主要的反危机管理工具。其中包括:基于组织状态指标的监测和诊断,反危机策略的规划和制定,以及控制。确定了戒严条件下反危机管理的主要原则,特别是:根据危机现象的危险程度进行诊断;对危险的反应能力;管理决策的及时性、合法性;不断控制管理措施的执行情况。揭示了在困难情况下作出管理决策时必须考虑到的情景方法实施的主要领域。其中包括:对紧急情况的批判性分析,使您能够从各个方面进行评估并做出正确的管理决策;选择最能满足确保从紧急情况中脱身的要求的办法;预测可能的结果,包括积极的和消极的;确定这种情况中影响其结果的最重要因素;保证学校管理子系统的灵活性,解决亟待解决的问题;将解决特定情况的管理技术与普通中等教育机构的教育目标相协调。 界定了教育管理者激励职能的内容,包括:保证教育过程中参与者的团队合作;在人事管理中有效使用现代方法和工具,确保教育过程的质量;组织采取措施,提高教育工作者对实现国家教育标准的责任。事实证明,戒严令下普通中等教育机构的管理需要在紧急情况下有能力的指导、有效的人员和信息政策、高质量的教育过程组织、远程工作的有利条件以及与所有社会伙伴建立伙伴关系的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FEATURES OF EDUCATIONAL MANAGEMENT UNDER THE CONDITIONS OF MARITAL STATE
The article reveals the main content of the education manager’s activities under martial law. After all, the issue of the quality of school education remains relevant even in such a difficult period that Ukraine is currently experiencing. It has been found that the management subsystem of the school in such conditions becomes an important factor in the full functioning of general secondary education institutions. It was determined that the quality of education in general secondary education institutions depends on the effectiveness of school management. An analysis of scientific sources was carried out, which shows that the conceptual principles of educational management are sufficiently developed in Ukraine, and the system of managing educational changes was investigated. Thus, in the works of G. V. Yelnikova, L. M. Kalinina, O. I. Kasyanova, O. I. Marmazy, T. I. Sushchenko highlighted the problems of educational management in innovative conditions. Peculiarities of management of institutions of general secondary education were reflected in the researches of N. M. Bibyk, V. I. Maslova, N. G. Protasova, A. I. Prokopenko. In their research, scientists note that modern educational management is constantly being updated, the functional composition of the manager is expanding, and new management technologies are being introduced. The peculiarities of the introduction of anti-crisis management into the management system of institutions of general secondary education are considered. The problems of anti-crisis management, which were reflected by both domestic and foreign scientists (I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk). It was found that the scientists came to a conclusion about the specifics of anti-crisis management techniques and methods. The peculiarities of the introduction of anti-crisis management into the management system of institutions of general secondary education are considered. The problems of anti-crisis management, which were reflected by both domestic and foreign scientists (I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk). It was found that the scientists came to a conclusion about the specifics of anti-crisis management techniques and methods. The content of such management is revealed, which is characterized by constant observation, detection and localization of problematic phenomena that occur in the educational environment of an educational institution; prevention of crisis situations; able to determine the necessary resources to stabilize the activities of the teaching staff. It was determined that the management of educational institutions under martial law requires the manager of school education to master the basics of anti-crisis management as a new strategy for managing an educational organization. It has been proven that the management of general secondary education institutions under martial law requires competent orientation in emergency situations, effective personnel and information policy, high-quality organization of the educational process, favorable conditions for remote work, and the ability to establish partnerships with all social partners. Three main tools of anti-crisis management are identified. Among them: monitoring and diagnostics based on indicators of the state of the organization, planning and development of an anti-crisis strategy, and controlling. The main principles of anti-crisis management in the conditions of martial law are determined, in particular: diagnosis of crisis phenomena according to the level of their danger; responsiveness to danger; timeliness of management decisions, their legality; constant control over the implementation of management measures. The main areas of implementation of the situational approach, which must be taken into account when making management decisions in difficult situations, are revealed. Among them: a critical analysis of an emergency situation, which allows you to assess it from all sides and make the right management decision; the selection of approaches that would best meet the requirements for ensuring an exit from an emergency situation; prediction of probable consequences, both positive and negative; determination of the most important factors of this situation that affect its outcome; ensuring the flexibility of the management subsystem of the school to solve an urgent problem; coordination of management techniques for solving a specific situation with the educational goals of the general secondary education institution. The content of the motivational function of the education manager is defined, which includes: ensuring teamwork of participants in the educational process; effective use in personnel management of modern methods and tools that ensure the quality of the educational process; organization of measures to increase the responsibility of pedagogical workers for the fulfillment of state education standards. It has been proven that the management of general secondary education institutions under martial law requires competent orientation in emergency situations, effective personnel and information policy, high-quality organization of the educational process, favorable conditions for remote work and the ability to establish partnerships with all social partners.
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