The development of pedagogical management in the conditions of pedagogical management. The concept of management and pedagogical management

1. The concept of pedagogical management

2. Principles of Pedagogical Management

3. Functions of pedagogical management

1. The concept of "pedagogical management"

The English word "management" has three semantic aspects:

· The totality of persons engaged in managerial work in the field of private and public business;

· A social and economic institution that affects entrepreneurial activity, lifestyle and the sphere of politics of modern society;

· A scientific discipline that studies the technical and organizational, social aspects of production management and other areas of public life.

In management theory, a special place is pedagogical management, which includes, at first glance, the polar groups of educators and trainees.

Although management arose in the field of business, today in the West it is widely believed that management - this is not only the management of a company, corporation, etc., - many of its postulates and theoretical positions are suitable for managerial activities in any field, including education.

Generally, management- this social organization management. In many contexts, the concepts of “ social management"And" management»Almost coincide.

Management - This is a management based on a human-centric approach, which assumes not a direct impact, but the creation of conditions for comfortable cooperation between the leader and subordinate in the effective achievement of the goals of joint activities.

Manager manager in his activities he relies on his own respect for people and people's respect for him, builds his relations with people in labor activities on the basis of trust and, being guided by success, creates the conditions for everyone to achieve it.

In modern scientific literature management disclosed as:

The process of setting and achieving goals through the mobilization of people’s labor, their intelligence, behavior motives, as well as financial and technical resources;

Business management through filigree work with people;

A special type of management activity revolving around a person;

The ability of the leader to achieve goals, using labor, intelligence and motives of behavior of subordinates;

Function, type of activity for managing people in a wide variety of organizations;

A field of human knowledge that helps to efficiently carry out managerial functions.

From the above definitions, we can conclude that in science management considered in the meaning of " type of activity", And in the meaning of" areas of knowledge».

The most suitable and complete definition of management that can be used in the non-profit sphere (for example, in education) was given by the famous American management theorist P. Drucker, who believed that modern management is a specific type of management activity that revolves around a person in order to make people capable of joint action, make their efforts effective and smooth out their inherent weaknesses, for the human ability to contribute to society is equally dependent on the effectiveness of governance edpriyatiem, as well as from their own efforts and impact people. Based on this, P. Drucker defines management tasks:

1) To unite people around the common goals of the enterprise, otherwise never create a team from the crowd).

2) Develop in each employee of the enterprise his needs and, if possible, satisfy them.

3) Do not stop the development of people for a minute.

4) Since the skills and professional training of people working in the enterprise are different, and employees perform various types of work, so their production activities should be based on communication between employees and on their individual responsibility.

5) An enterprise cannot be judged only by the volume of output and basic production lines. In this regard, an enterprise is similar to a person: just as it needs a variety of tools to evaluate health and activity, the same different tools are needed to evaluate the functioning of an enterprise.

2. The principles of pedagogical management

The traditional system of principles, reflecting the organizational and production side of management in education, was significantly supplemented when introducing the ideas of pedagogical management into the practice of educational institutions.

From the position of pedagogical management, Yu.A. Konarzhevsky identified the following managerialthe principles:

The principle of respect and trust in a person;

The principle of a holistic view of man;

Principle of cooperation;

Principle of social justice;

The principle of an individual approach to management;

The principle of enrichment of the work of the teacher;

The principle of personal incentive;

Consensus principle;

The principle of collective decision making;

The principle of target harmonization;

The principle of horizontal connections;

The principle of management autonomy;

The principle of continuous updating.

Let us dwell in more detail on each of the above principles.

Principlerespect and trust in a personacts as a fundamental principle of the manager and the teaching staff, reflected in the beliefs of each teacher, motivating his behavior, and penetrating through the life of the teaching staff and the whole school.

Requirements of this principle:

respect the personal dignity of a person, recognize the person's corresponding rights and opportunities;

respect the person in yourself and respect the person in others; take care of a person in yourself because in others there is also a person;

provide the individual with freedom of choice whenever possible;

trust the person; its potential is inexhaustible;

create an atmosphere of trust based on mutual respect;

respect a person, but show a high degree of exactingness to him;

create an environment in which a person can prove himself, reveal his abilities;

maximize initiative, creativity, ability to find yourself in a team;

encourage everyone's achievements and personal contribution to the affairs of the educational institution;

guarantee each teacher and child personal security in the team.

The principle of a holistic view of man- the second very important position in the value system of an educational institution, when the manager considers each member of the teaching staff not just as an employee engaged in professional activities, but as a person with all its needs, motives, goals, experiences that he experiences in the process of teaching. At the same time, each teacher considers the child not just as a pupil of a preschool educational institution or student, but as a person in the full variety of its qualities and manifestations. A number of specific requirements also follow from this principle:

build your relations with the teacher not as an official with a subordinate, but as a person with a person;

do not limit relations with teachers to official duties only, delve into their life, spiritual world and aspirations, otherwise each teacher will inevitably feel estranged;

remember that the life of a teacher and a child is not limited only to hours spent in an educational institution - it is much wider and richer;

when communicating with a teacher, never forget that his work makes up a large part of his life - do everything possible so that the hours, days, years spent at work are bright and joyful for the teacher;

the manager must be involved in the lifestyle of members of the teaching staff, he must understand what their common needs are;

meet with teachers not only in a formal-formal setting, but also in a place where you can just chat, “talk heart to heart”.

Principle of cooperation It provides for the transfer of control from a monological to a dialogical basis, a transition from communication to communication, from subject-object to subject-subject relations. Here are some of the requirements arising from it:

consider a person as an active factor, and not a passive element of the pedagogical system;

know and take into account the personal qualities of educators and, on the basis of this, form optimal social and pedagogical ties between them, creating a working, highly productive atmosphere in an educational institution;

appreciate in the teacher a humane attitude to children, competence, initiative, responsibility. Always remember that you do not need a subordinate, but withworker, man of work;

create an atmosphere of not only assigning responsibility to the teacher, but also understanding of the role and necessity of participation in the process of managing the educational institution;

take care of the manifestation of any pedagogical expedient initiative on the part of your deputies and demand the same from them in relation to teachers;

the main passwords for the joint activities of the leader and the teaching staff should be: humanity, conscious discipline, initiative, pedagogically appropriate work. Initiative at the beginning, work later, humanity and conscious discipline - always;

first - close attention, analysis, diagnosis, then - decision-making - this is the basis of cooperation.

N. Witke believed that the whole essence of administrative work is to create an atmosphere of friendly collective cooperation, combined with the universally recognized business and moral authority of the administration with the manifestation of the broadest initiative of the institution’s employees.

Federal Agency for Education
State educational institution
higher vocational education
"Kovrov State Technological Academy"

Them. V.A. Degtyareva

Department of Management

Course work

discipline "Management"

on the topic "Pedagogical activity of the manager"

Head: Kulikova T.A.

Artist: Kaliganova E.E.

art. column ZMN (2) -110

Carpet 2010.

1. Introduction. 3

2. Pedagogical management.

2.1 The essence and characteristics of the main system-forming elements of pedagogical management. 6

2.2. Goals and objectives of pedagogical management. 8

2.3. Functions of pedagogical management. eleven

2.4. The principles of pedagogical management. 14

2.5. Methods of pedagogical management. fifteen

2.6. Factors determining the effectiveness of pedagogical management 17

2.7. The results of the activities of subjects of pedagogical management. eighteen

3. Conclusion. nineteen

4. References. twenty

Introduction

The modern level of development of production and large-scale changes in the economic and social spheres of society impose increased requirements on a person in his professional activity. The significance of the social consequences of human decisions is growing. The change in the socio-economic situation required a significant restructuring of the strategy, tactics and psychology of management. The leader's choice of optimal forms of communication with subordinates and methods of influencing them should be based on knowledge of the characteristics of people's perception of each other.

The relevance of this problem is due to the fact that the nature of the vertical relationship is largely determined by the ability of the leader to take into account in practice the dynamics of perception, understanding and attitude towards him of the subordinate team.

For this, it is necessary to form a reflective reflection of the leader’s perception by his subordinates of his basic qualities, without which business and interpersonal communication will be ineffective, at the same time, managerial decisions will suffer with some one-sidedness.

In horizontal relationships, the perception of the leader is associated with the formation of intragroup norms. Moreover, it is important how the characteristics of the leader are perceived by most members of the team and set the standards for the prevailing attitude towards him. The overall assessment formed by the team can enhance the effectiveness of managerial influences, or slow them down as a result of the benchmark of the team’s attitude toward the leader developed in perceptual experience.

The emotional component of group leader assessments affects the atmosphere of interaction in management, and, consequently, the socio-psychological climate of the team.

Acting in a complex, this affects the formation of the authority of the leader, labor activity and the interest of team members in the effectiveness of activities.

The special structure of the leader’s personality includes 4 main substructures:

· Professional competence;

· Organizational skills;

· Pedagogical qualities;

· Morally - ethical.

Pedagogical qualities of the head.

Essential functional components of management are training and education of subordinates. The effective implementation of these functions places increased demands on the pedagogical qualities of managers. In the literature on management psychology, pedagogical qualities usually do not distinguish a leader’s personality as a separate substructure, but are automatically included in a group of organizational qualities.

Such an inclusion seems to be insufficiently substantiated. There is no doubt that organizational abilities and pedagogical qualities are interconnected. But, nevertheless, in the activities of the head of the production team, independent tasks on organization, training and education are clearly distinguished. Such situations may well arise when, within the framework of a fairly well-organized production, educational work with subordinates is poorly organized. Therefore, going from the structural - functional organization of managerial activity, in the structure of the personality of the leader it is necessary to allocate pedagogical qualities into a special substructure.

According to N.V. Kuzmina, a person’s pedagogical abilities are found in “how quickly he masters pedagogical skills and abilities, how he analyzes and generalizes his own activity, its advantages and disadvantages, and how he knows how to rebuild it in accordance with the goals that confront him”. The structure of pedagogical abilities corresponds to the structure of pedagogical activity. In pedagogical science, constructive, organizational, communicative, and gnostic components of pedagogical activity and abilities are distinguished. The success of the management of the production team will depend on their formation and development.

2.1. The essence and characteristics of the main system-forming elements of pedagogical management.

The search for a new philosophy of social management, caused by the changes in economic relations, the state-political structure, social consciousness, values \u200b\u200band orientations taking place in our country, is carried out both through rethinking and reassessing our managerial experience, and through studying, analyzing, evaluating and adapting to our conditions world management experience. This world management experience at the organization level (plant, company, company, association, school, etc.) is expressed in the general concept of “management”.

In the book of M.Kh. Meskon, M. Alberta, F. Hedouri “Fundamentals of Management” management is seen in several meanings as “the ability to achieve goals, using labor, intelligence, motives of other people’s behavior”, as “management, function, type of activity for managing people in a wide variety of organizations "and as" an area of \u200b\u200bhuman knowledge that helps to realize this function. " Thus, the word management, translated from English as “management”, is considered in the meaning of the type of activity, and in the meaning of the field of knowledge. In addition, in numerous sources, management is considered not only as a science (area of \u200b\u200bknowledge) of management, but also as the art of management, based on the common sense and intuition of the manager (management), manifested in the non-standard and originality of his decisions, quick reaction and improvisation of actions.

Pedagogical management as an activity (in the first place) and summative system simultaneously has its own structure and system-forming factors, which can be conditionally represented in the following form.

1. The essence and characteristics of the main system-forming elements of pedagogical management as an activity system.

2. The objectives of pedagogical management.

3. The main tasks facing the manager of the educational process.

4. The principles of pedagogical management.

4.1. General management principles.

4.2. The principles of the scientific organization of pedagogical and managerial work.

4.3. The principles of analytical activity of the manager of the educational process.

5. Functions (main functional components) of pedagogical management.

6. Management methods (methods of pedagogical management).

7. The result of the activities of management entities.

7.1. Efficiency as a characteristic of the process of joint activity of the teacher and students.

7.2. Quality as a characteristic of the final result.

Pedagogical management as an activity system includes the following structural and functional components and system-forming factors:

· Purpose of the activity (planned, expected result);

· Subject of activity (director, his deputies, teachers, students, students, etc.);

· The object of activity (he is the second subject) - the executor of the orders of the head (student, student, teacher, deputy director, etc.);

· Methods of activity (methods and style of interaction of a teacher with students, a leader with a teacher and students, etc.).

2.2. Goals and objectives of pedagogical management.

The second component of the management of pedagogical systems are the goals of the activities of subjects of pedagogical management.

The purpose of the activity is planned, forecasted, expected result (goal - result model).

Class purpose (lesson) – realistically achievable result of the joint activity of the teacher and students; the degree of training to which the teacher plans to bring the majority of students during training sessions (which he plans to teach to determine, calculate, measure, analyze, find, solve, etc.).

Purpose of attending classes (lesson) - the type and result of the activity of the teacher and students, which is necessarily monitored at each training lesson and lends itself to verbal and quantitative assessment.

Thus, the problem of determining the main goals of education in modern society is highlighted. I.F. Kharlamov after Kh.I. Leimetsom believes that education can be understood as a process of managing personality development.

At the present stage of development of society, the following can be proposed as the main ones: educational goals.

1. comprehensive development of personality.

2. Education of a citizen-patriot.

3. Avoiding the extremes of collectivism and individualism.

4. Sustainable development of society as a self-developing and focused system.

5. quick adaptation of the personality to the real conditions of a particular society.

The selection and placement, training and education of personnel is a complex socio-psychological and psychological-pedagogical task, requiring the head of certain abilities and personal qualities, knowledge, skills. In this case, the tasks of the head include:

1. selection of personnel, their initial assessment and placement;

2. training, including retraining, advanced training, the organization of continuing education;

3. staff assessment, which involves:

a) current assessment of employees and the results of their activities,

b) periodic certification of managers, specialists and employees;

4. placement, involving:

a) the distribution of workers by jobs,

b) the formation, training and nomination of a reserve of leading personnel,

c) orientation and methodological support of elections and contests for filling the positions of managers and specialists;

5. improving the structure of the team and increasing its stability, including:

a) the study of the needs and interests of various teachers and the dynamics of changes in the structure of the team,

b) the study of the causes of staff turnover and violations of labor discipline, improving the socio-pedagogical climate of the team.

The main tasks of pedagogical management :

1. reflect the frequency and sequence of both individual actions of the executor, and of the entire activity as a whole;

2. provide a methodology and rules for the implementation of certain types of work for a specific period of time;

3. determine the requirements for the quality of the result of the activity and the effectiveness of ways to achieve the goals, taking into account the optimality of the efforts, means and time;

4. establish requirements for the composition and qualifications of performers defined for a specific activity (in accordance with their functional responsibilities);

5. determine the amount of necessary information and its main sources, taking into account optimality (necessity and insufficiency);

6. determine and provide for the basic rules for monitoring and recording the progress and results of the activities of performers.

2.3. Functions of pedagogical management.

An important concept of pedagogical management is the concept of its functions, which reflect the main content of management activity, or rather, the completed cycle of certain actions in total and constituting management activity as a whole. In other words, function - this is the relationship between the control system and the managed object, requiring the control system to perform a certain action to ensure the focus or organization of the controlled processes.

Based on the theory of management and analysis of management practices in secondary schools, the following main functions of pedagogical management can be distinguished.

Planning or Decision Making Function (orders, orders, recommendations, plans, decisions of the council, decisions of the teacher council, etc.). Planning of the educational process is the first main component (function) of pedagogical management, implemented through the determination of the main types of activities and activities with specific performers, deadlines for completion, taking into account the actual time budget available to this subject. There is no doubt that any managerial impact is the result of a certain managerial decision made by the manager of a particular level of management. In this case, the management decision must satisfy a number of requirements. The analysis of management theory and the study of practice shows that a solution should:

· Have a targeted focus, i.e. fully comply with the purpose of pedagogical management;

· Be substantiated, targeted (who will implement it and be responsible for its effective implementation) and competent;

· Be consistent, i.e. reflect unity and consistency with the general system of managerial decisions;

· Meet the condition of specificity in time of its implementation and provide criteria for the effectiveness of its implementation, taking into account the optimality of the expended forces, means and time;

· Be relevant and modern;

· Be complete, concise and clear.

The function of organizing the implementation of decisions made and plans includes:

· Bringing the decision (plan) to the executor;

· Material and technical support for the implementation of this decision (plan);

· Coordination of this decision (plan) with the attitudes and needs of the personality of the contractor (second management entity).

The organization of the implementation of decisions and plans is the second basic component (second function) of pedagogical management, the basis of which are the principles of the scientific organization of labor (NOT).

Motivation function. Members of the organization must carry out their work in accordance with their delegated responsibilities. Leaders have always carried out the function of motivation, sometimes even without realizing it.

Function of preliminary, current, delayed and final control. Preliminary control involves checking plans, other types of control - coordinating the activities of performers on the basis of information obtained during this control, taking into account the results of activities, analyzing and evaluating its effectiveness based on the results of this control.

Based on the functions of pedagogical management, various levels or roles of management can take place, namely:

1) the role of the chief executive, which involves participation in events when the situation obliges him to do so;

2) the role of the leader responsible for the motivation and activation of subordinates, the selection and placement of personnel;

3) the role of the link. It involves the implementation of correspondence, participation in meetings on the side, i.e. consists in establishing external contacts with organizations and individuals;

4) information receiver. The essence of the work is to find and obtain the necessary information. In this case, the manager processes all mail, makes contacts in order to obtain information;

5) a distributor of information. The manager transfers the information received from external sources to the members of his organization, organizes the mailing of mail to organizations in order to disseminate information;

6) an entrepreneur. In this role, the manager develops and launches “projects for improvement” that bring changes;

7) eliminating violations. The manager takes corrective actions in cases when a crisis is brewing in the organization and problems arise;

8) resource allocator. The role implies responsibility for the distribution of all kinds of resources of the organization, which actually comes down to the adoption or approval of all significant decisions;

9) negotiator. The manager is responsible for representing the organization in all significant and important negotiations.

2.4. The principles of pedagogical management.

Principles of Pedagogical Management - the basic rules of behavior of the subject of management in its interaction with controlled entities (objects). These include principles humanization and optimality .

Principles of analytical activity of a management subject - the basic rules that a manager must adhere to when observing, analyzing and evaluating performance.

The most important principle of pedagogical management is principle of specific goal-setting or principle of focus as the basis of planning and control, i.e. the basics of the content of all activities of a manager of any level of management In general, the principle of purposefulness of pedagogical management reflects the requirement to set goals taking into account their optimality and reality, social significance and prospects.

The principle of cooperation and division of labor reflects the most important requirement for managerial activity of a manager at any level. The leader’s desire to do everything himself is unacceptable: to draw up a work plan, organize its implementation, individually control and coordinate the activities of all performers.

A clear implementation of the main ideas of pedagogical management in practice is impossible without implementation principle of functional approach . The implementation of this principle is also a condition for the continuous development, improvement of managerial activity on the basis of constant updating, clarification and concretization of the functions of performers.

Principle of complexity involves a combination of targeted, functional and linear control. System management is unthinkable outside the complex of scientifically based subject-subjective managerial influences, and this principle is its essence.

2.5. Methods of pedagogical management.

The development of the scientific foundations of pedagogical management actualizes the issue of management methods that act as ways to achieve the goals of pedagogical management and implement its main functions. There are four groups of pedagogical management methods:

· The first group - economic methods, or methods of economic incentives;

· The second group - organizational and managerial, or administrative methods;

· The third group - methods of psychological and pedagogical impact;

· The fourth group - methods of public influence.

Depending on the tasks of personnel work, these methods can be systematized as follows (table. 1.1.)

Table 1.1.

The use of psychological and pedagogical methods depending on the tasks of personnel work.

HR task	Object of study	Research method
Recruitment	1. Personality	1. Conversation, observation, tests, bibliographic method
	2. The level of development of general and special abilities	2. Tests of general and special abilities
	3. Individual-psychological and personal characteristics of teachers	3. Personality tests
Personnel training	1. Professionally necessary knowledge, skills	1. Expert assessments, surveys, interviews
	2. The effectiveness of the methods of psychological and pedagogical impact on students	2. Case studies, business games, social and psychological training
	3. The effectiveness of forms of vocational training	3. Various psychological and pedagogical methods
Assessment and placement	1. Compliance of the employee with the work performed	1. Questionnaires, tests, questionnaires
	2. The possibility of further use of the employee	2. Group personality assessment (GOL)
	3. Labor results	3. Observation, conversation, analysis of the results of work
	4. The teacher’s place in the system of intra-collective relations	4. Sociometry
Rational use of personnel	1. The causes of turnover and violations of labor discipline	1. Sociometry and referentometry, tests of interpersonal relationships
	2. The state of the socio-psychological climate of the team	2. Questionnaires, questionnaires, tests
	3. The effectiveness of personnel work	3. Document analysis, leadership style research, observation

Methods of pedagogical management must be systematized according to the levels of managerial activity. Three such levels can be distinguished:

1. personal (individual) - micro-level at which the tasks of matching an employee to a specific workplace are solved;

2. group (socio-psychological) - mesoscale, in the framework of which the optimal arrangement of workers in the team is carried out;

3. sociological - a macro level at which social mechanisms of creating “elite groups” of management (leading employees of various levels) are formed.

2.6. Factors determining the effectiveness of pedagogical management.

The basis for the effectiveness of the organization of management of pedagogical systems is the prevention and overcoming of the elements of formalism in the educational process in secondary schools. The basic basic concepts of this area of \u200b\u200bpedagogical management.

Formalism in pedagogical management - preference for paperwork over a living thing, violation of a systematic, integrated approach to planning, organizing, observing, analyzing and evaluating the performance of performers.

Formalism in learning - the desire to fetish mechanical, mindless memorization of rules, laws, definitions to the detriment of their understanding and deliberate application in practice.

Formalism in education - the preference of verbal methods in education (rather than visual and practical), mass forms of work (rather than an individual approach), individual areas of upbringing (rather than an integrated approach), suppression of the initiative and independence of pupils (directive education).

Formalism in the planning of the educational process - a large number of planned activities without taking into account the actual time tracking, the real capabilities of the performers, the relevance and feasibility of the planned activities.

Formalism in the organization of educational and cognitive activities students consists primarily in ignoring the principle of the relationship of training and education with life, psychological and physiological requirements for the organization of mental work.

Formalism in the control of the educational process - the desire to put the form on the content of the activity, one-time quantitative indicators - on the qualitative, outdated norms and instructions - on the real and appropriate actions of the audited.

2.7. The results of the activities of subjects of pedagogical management.

The result of the educational activities of the subjects of management is an extremely important and complex component of the basic concepts of the theory, methodology and practice of pedagogical management. It includes a number of very relevant concepts and definitions.

Student knowledge quality - the strength, depth and consistency of this knowledge and their conscious application in practice.

Student degree - the level of successive indicators of learning material for students in the learning process.

In general, the successful achievement of the goals and objectives of the head of pedagogical management is determined by a number of important factors. They can be divided into four groups:

1) the personal factor of the leader (the degree of his preparedness and professionalism, his goals, value orientations and needs);

2) the moral and psychological climate in the system of subjective relations (degree of interaction and degree of interest in learning);

3) temporal characteristics as a factor of rationalization and scientific organization of the educational process;

4) spatial characteristics as a factor in the effective activity of interacting entities in which the activity proceeds.

Conclusion

For the professional activities of a manager in the field of teaching, the following most important aspects are important:

· Scientific qualifications;

· Pedagogical abilities;

· Experience in practical management of teams of people.

It should be noted that for successful teaching it is desirable to have all three aspects of training, but scientific qualifications and pedagogical abilities are crucial. Historical experience shows that leading professors of higher educational institutions, as a rule, are leaders in scientific research in the field of management. The profession of a management teacher has its own characteristics in comparison with the professions of a practical leader (manager-practitioner) and a scientific worker specializing in the field of management (manager-scientist). These features stem from the fact that the management teacher should not only have knowledge in the field of management, but also be able to transfer this knowledge to his students (students), instill in them practical skills in the field of organization management. In this regard, many of the professional knowledge, skills and abilities of a management teacher meet the requirements for the teaching profession.

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Management Psychology: a study guide for students. wednesday prof. textbook. institutions. - M.: Publishing Center "Academy", 2003. - 256s.

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Fundamentals of management in education: a training manual / M.A. Goncharov. - 2nd ed., Erased. - M.: KNORUS, 2008-480s.

The Russian education system is an area in which various innovative concepts are actively being introduced. Among these are pedagogical management. It may seem that this phenomenon is compatible mainly with the business sector or politics. However, it is possible to introduce it into pedagogical practice. How? What are the most notable features of this concept?

The concept of pedagogical management

What is pedagogical management in education? This term, obviously, refers to certain processes associated with management. Traditionally, management is usually understood as activity carried out in business or, for example, in politics. But recently in Russia management in education is starting to gain popularity.

The management process involves the presence of a subject and an object. This characteristic is also relevant for such a phenomenon as management in education. The subject of management in this case will be the employees of the institution in which the training programs are implemented. The object is the educational organization itself, as well as the processes taking place in it. The task of management of the appropriate type is to improve the educational process, increase its effectiveness, and optimize the activities of the educational institution in terms of labor and financial costs in correlation with the required results.

National specificity

Management in education can be characterized by national specifics. For example, in educational institutions in the United States, it is associated with the provision of a significant amount of authority to school teachers to plan and optimize the learning process. In Russia, in turn, employees of general education organizations — speaking of state and municipal institutions — are generally obliged to adhere to programs approved at the regional or even federal level. As a result, Russian management in education is becoming the prerogative of mainly private educational institutions. Although, of course, in some aspects of the organization of the educational process in public schools, it can also be used - for example, in terms of extracurricular activities or, as an option, optimization of budget expenditures.

System-forming factors of pedagogical management

Modern researchers believe that pedagogical management in education is characterized by a number of factors that affect the mechanisms of its implementation. Among those:

Specificity of system-forming management elements as an independent environment of social activity;

Management objectives;

Methods used by management entities;

The tasks facing the manager in the education system;

Key principles on which the teacher relies when building appropriate management communications;

Functions characterizing pedagogical management;

Quality criteria for managerial activity.

Some researchers believe that the factors of pedagogical management can be attributed to the results of the activities of school employees aimed at the implementation of relevant managerial activity. We now examine the identified factors that characterize management in the field of education, in more detail.

Backbone elements

The status of system-forming elements in pedagogical management, of course, will have its subjects and objects. The first will include employees of educational organizations in various positions. These may be school principals, their deputies, and teachers. Objects of activity within the framework of pedagogical management are, in turn, students. In some cases, within these categories, subordination may be observed, as a result of which subjects can temporarily acquire the status of objects - for example, when it comes to the relationship between the principal and school employees subordinate to him.

The next backbone element, which includes management in education, is the educational process and the communications directly related to it that are characteristic of the school, for example, teacher councils. Participation in relevant events, one way or another, is taken by all subjects and objects of pedagogical management. The educational process is the most important system-forming element that consolidates the interests and priorities of people who are involved in social communications in the framework of educational programs.

Management objectives

The next factor we noted is management objectives. What could be the reason for the introduction of pedagogical management mechanisms in a particular educational institution? Much depends on the specific level of training programs. Thus, management in vocational education, implemented in universities and colleges, can be aimed at improving the effectiveness of students mastering various applied skills. If we are talking about the educational process in a comprehensive school, then the implementation of appropriate management practices may be due to the need for more efficient spending of budget funds - for example, in terms of procurement of materials, distribution of working hours.

The purpose of applying certain managerial approaches may be due to the need to introduce any innovations in the education system. This initiative is most often accompanied by some expected positive results. Most often, the use of innovative methods of pedagogical management is associated with the solution of a particular problem that is characteristic of the education system as a whole, of a specific curriculum, or reflects the specifics of an individual educational institution.

It is possible that the goals of introducing the concepts of pedagogical management will be localized, that is, aimed at achieving a result in a particular lesson, series of classes or curriculum in a single subject. For example, if a school teacher is faced with the task of preparing children for an annual test, he can plan the content of the lessons that are taught before, so that the students gradually master the necessary skills to solve tasks that will be most likely to be present in the test.

The aim of introducing methods of pedagogical management may be the implementation of educational programs. For example, those related to the preparation of high school children for military service. In this case, the methods of pedagogical management can be aimed at optimizing the schedule of relevant classes relative to the main ones that are provided for by the school curriculum, or scheduling the necessary extra-curricular activities, for example drill training in army units.

Methods

Another significant factor in pedagogical management is the methods used by its subjects. There are a lot of approaches to their classification. Among the most common:

Economic (involving the optimization of budget expenditures in correlation with the curriculum);

Administrative and administrative (through those subjects of pedagogical management can give orders to the objects);

Socio-psychological (suggest the use of effective communication algorithms between subjects and objects).

As a rule, the marked methods are used in various combinations or all at the same time.

Tasks

The next backbone element is the tasks of the manager in education. Most often they are presented in the following list:

Form the tools necessary to achieve goals;

To prepare the necessary personnel;

Get the necessary resources for use - financial, organizational;

Put the selected management concepts into practice;

Analyze work efficiency.

Of course, the specified range of tasks can be expanded, supplemented, concretized.

Principles of Pedagogical Management

The fundamentals of management in education include algorithms on the basis of which the principles of the corresponding managerial activities are formed. In many ways, they are subjective in nature, that is, each participant in the educational process can determine them based on personal priorities. But one can also identify general principles that are widespread and practiced in Russian pedagogical management. We will study them in more detail.

Rationalism

Firstly, it is the principle of rationalism. The manager’s actions in the education system should be aimed, first of all, at improvements that can be observed in the form of specific indicators, for example, in terms of real budgetary savings due to more efficient organization of the educational process. The teacher should form educational programs based on specific indicators and identifying those that need to be improved in priority order.

Social orientation

Secondly, this is the principle of social orientation. It doesn’t matter whether management is implemented in preschool education, at the level of secondary schools or universities - the activity of the teacher should be aimed at achieving socially significant goals. Those that are important both for local societies, somehow a single class, group, course, and for society as a whole.

Stability

Thirdly, this is the principle of stability. During the implementation of the concepts of pedagogical management, those methods should be selected that are capable of providing sustainable results when they are repeatedly used in the same conditions. Of course, if we are talking about some completely new approaches that have not been tested by anyone before, then some experiment is possible, but it should not violate the functionality of social communications that had been established at that time and the structure of existing training programs.

A consistent approach to innovation

In this sense, innovative management in education should not be revolutionary. If we are talking about, say, the introduction of distance learning methods, then their simultaneous involvement in all school curricula may not be the most rational step. It should be adapted only to those disciplines for which the appropriate communication mechanism is best suited - for example, this may apply to computer science classes.

Functions

The next most important element of pedagogical management is function. Modern researchers distinguish several of these.

First of all, it is a planning function. It is important in terms of the consistent solution of the goals and objectives set by the leadership of the school or other educational institution. For example, if the goal of introducing appropriate management concepts is professional retraining, management in education can be used as a tool for compiling an algorithm for its implementation, adapted to current curricula. That is, teachers working at the school can attend the necessary retraining classes, while someone can always replace them at the main workplace.

The motivating function of pedagogical management is extremely important. It consists in the formation of students' increased interest in learning. In practice, this can be expressed, for example, in the implementation of innovative concepts. Among those that require the involvement of a wide range of tools, which contains management in education - distance learning. As we noted above, the appropriate format for the implementation of curricula should be introduced into school practice gradually, so that its effectiveness is sustainable. Pedagogical management in distance learning can also be useful for the purpose of adapting students to the innovations of the educational process in terms of their discipline. The format under consideration for passing educational programs may involve students not in the classroom, but at home or, for example, in the territory of another educational institution, as a result of which the children’s perception of the educational process may be somewhat different than when they learn material in the classroom.

Another significant function of pedagogical management is controlling. Its essence lies in the implementation by the subject of management, monitoring the activity of objects, both in the process of introducing certain decisions, and in order to verify their implementation upon the fact of an appropriate modernization of the educational process.

Management Quality Criteria

The next element of pedagogical management is the quality criteria of the respective activities. Researchers provide the following list of them:

Practical efficiency, traced by the example of specific figures (budget savings, improvement in the average grade point);

The level of positive social perception of implemented concepts (among subjects and objects of pedagogical management);

The presence of indirect indicators of improving the quality of the educational process (for example, a larger percentage of school graduates who have entered prestigious universities).

As we noted above, among the possible tasks that can be addressed by management in education is retraining of specialists. In this case, the criterion for the effectiveness of the respective concepts may be the growth of interest in teachers at the school from other educational institutions of the city.

1. The concept of pedagogical management

2. Principles of Pedagogical Management

3. Functions of pedagogical management

1. The concept of "pedagogical management"

The English word "management" has three semantic aspects:

· The totality of persons engaged in managerial work in the field of private and public business;

· A social and economic institution that affects entrepreneurial activity, lifestyle and the sphere of politics of modern society;

· A scientific discipline that studies the technical and organizational, social aspects of production management and other areas of public life.

In management theory, a special place is pedagogical management, which includes, at first glance, the polar groups of educators and trainees.

Generally, management - this social organization management. In many contexts, the concepts of “ social management "And" management "Almost coincide.

In modern scientific literature management disclosed as:

The process of setting and achieving goals through the mobilization of people’s labor, their intelligence, behavior motives, as well as financial and technical resources;

Business management through filigree work with people;

A special type of management activity revolving around a person;

The ability of the leader to achieve goals, using labor, intelligence and motives of behavior of subordinates;

Function, type of activity for managing people in a wide variety of organizations;

A field of human knowledge that helps to efficiently carry out managerial functions.

From the above definitions, we can conclude that in science management considered in the meaning of " type of activity ", And in the meaning of" areas of knowledge ».

1) To unite people around the common goals of the enterprise, otherwise never create a team from the crowd).

2) Develop in each employee of the enterprise his needs and, if possible, satisfy them.

3) Do not stop the development of people for a minute.

2. The principles of pedagogical management

From the position of pedagogical management, Yu.A. Konarzhevsky identified the following managerial the principles :

The principle of respect and trust in a person;

The principle of a holistic view of man;

Principle of cooperation;

Principle of social justice;

The principle of an individual approach to management;

The principle of enrichment of the work of the teacher;

The principle of personal incentive;

Consensus principle;

The principle of collective decision making;

The principle of target harmonization;

The principle of horizontal connections;

The principle of management autonomy;

The principle of continuous updating.

Let us dwell in more detail on each of the above principles.

Principle respect and trust in a person acts as a fundamental principle of the manager and the teaching staff, reflected in the beliefs of each teacher, motivating his behavior, and penetrating through the life of the teaching staff and the whole school.

Requirements of this principle:

respect the personal dignity of a person, recognize the person's corresponding rights and opportunities;

respect the person in yourself and respect the person in others; take care of a person in yourself because in others there is also a person;

provide the individual with freedom of choice whenever possible;

trust the person; its potential is inexhaustible;

create an atmosphere of trust based on mutual respect;

respect a person, but show a high degree of exactingness to him;

create an environment in which a person can prove himself, reveal his abilities;

maximize initiative, creativity, ability to find yourself in a team;

encourage everyone's achievements and personal contribution to the affairs of the educational institution;

guarantee each teacher and child personal security in the team.

The principle of a holistic view of man - The second very important position in the value system of an educational institution, when a manager considers each member of the teaching staff not just as an employee engaged in professional activities, but as a person with all its needs, motives, goals, experiences that he experiences in the process of teaching. At the same time, each teacher considers the child not just as a pupil of a preschool educational institution or student, but as a person in the full variety of its qualities and manifestations. A number of specific requirements also follow from this principle:

build your relations with the teacher not as an official with a subordinate, but as a person with a person;

do not limit relations with teachers to official duties only, delve into their life, spiritual world and aspirations, otherwise each teacher will inevitably feel estranged;

remember that the life of a teacher and a child is not limited only to hours spent in an educational institution - it is much wider and richer;

the manager must be involved in the lifestyle of members of the teaching staff, he must understand what their common needs are;

meet with teachers not only in a formal-formal setting, but also in a place where you can just chat, “talk heart to heart”.

consider a person as an active factor, and not a passive element of the pedagogical system;

appreciate in the teacher a humane attitude to children, competence, initiative, responsibility. Always remember that you do not need a subordinate, but with worker, man of work;

create an atmosphere of not only assigning responsibility to the teacher, but also understanding of the role and necessity of participation in the process of managing the educational institution;

take care of the manifestation of any pedagogical expedient initiative on the part of your deputies and demand the same from them in relation to teachers;

first - close attention, analysis, diagnosis, then - decision-making - this is the basis of cooperation.

Principle of social justice provides for such a management of the teaching staff in which each teacher is in an equal position with others, and his interaction with the administration is based on an understanding of the person as the goal of management, and not his means. Some requirements arising from this principle:

strive to evenly distribute not only the educational, but also the social burden among teachers, carefully and gradually including them in the social structure;

create conditions and prerequisites that enable you to show your professional and other abilities not only to “educational stars”, but also to all teachers;

encourage, evaluate the activities of teachers without bias, objectively, on the basis of providing them with equal “starting” opportunities;

when evaluating the work of a teacher, always bring his labor achievements and their social recognition into line;

remember that one of the guarantees of social justice in the teaching staff is publicity, systematic coverage in the collective of all the activities of the administrative apparatus;

the leader must take into account that the level of social justice is always reflected in public opinion, which evaluates it as a whole and according to individual parameters;

a sense of injustice arises when a person admits that the ratio of his labor contribution to the result is estimated lower (unfairly) compared to the ratio of the contribution and result of other participants in the activity. This is where conflicts arise.

The principle of an individual approach to management provides for managers to take into account the individual characteristics of teachers, their level of professional training, interests, life and social experience. Some requirements of this principle are formulated as follows:

remember that an individual approach can be based only on a deep study of the work system of each teacher and his personality;

on the basis of this study, individualize the volume, frequency and forms of communication with the teacher, the level of his independence, didactic and methodological freedom, encouraging some and expanding the requirements for others;

in the course of individual work with the teacher, help him strengthen the positive professional qualities and qualities that he possesses. Inspire him with professional confidence. Remember that encouraging desirable types of individual behavior is always more fruitful than suppressing unwanted ones. Reliance on strengths is more beneficial than endless “analysis” of weaknesses;

one of the main tasks of an individual approach in the management of an educational institution is the task of aligning the professional skills of teachers, gradually bringing lagging behind to the advanced level;

define for each teacher his individual goals and the lines of their achievement - this will provide him with a path to success.

The principle of enrichment of the work of the teacher lies in the desire of the head to diversify the professional activities of the teacher, through the awakening of professional interest and the support of his professional confidence. Some specific requirements of this principle:

consult with educators about their current and future professional needs;

create conditions for the inclusion of teachers in innovative activities;

organize visits to lessons (classes with children) of creatively working teachers in their own and other educational institutions;

hold seminars, round tables on the problems of educational methods;

to follow the professional development of teachers.

The principle of personal incentive ensures personal interest of the teacher in the work, contributes to the adoption of certain obligations to the educational institution and staff. This is evidenced by some requirements arising from this principle:

each leader should have a well-designed incentive system, including material and moral incentives. In addition, it must be remembered that the politeness, smile, attentive and sensitive attitude of the leader are also quite effective incentives for subordinates;

all the leader’s work with teachers should be based on stimulating their activities: creating conditions for work, creating an atmosphere of mutual satisfaction, creating a system of creative activity, creating conditions for self-education, etc.

Implementation consensus principle will allow the leader in the conditions of the formation of independent views and various points of view of teachers to bring the team to agreement, transfer people from confrontation to cooperation. Here are some requirements of this principle:

consensus should be based on an objective assessment of the views of team members when discussing a problem or making a decision;

the leader must especially clearly and logically argue his point of view in order to be accepted by the “critical majority” in the team;

the main tool of the leader should be a logical analysis of erroneous judgments. He must be able to open up contradictions in the opinions of his colleagues, to achieve recognition by them of these contradictions and to reconsider his point of view, when necessary;

know how to make mutual concessions, but not to the detriment of the cause.

The principle of collective decision making - This is one of the instruments of democratization of governance, based on the belief that people do not want to be eternal performers. Some requirements of the principle:

Not every decision must be taken collectively (this applies to operational situations, routine, repetitive cases). Collectively decisions are made that play a significant role in the life of the educational institution (adoption of its Charter, determination of the work regime, adoption of the Development Program, etc.) relating to almost every member of the team;

with the information on the basis of which such a decision will be made, each member of the team should get acquainted;

the decision only in that case will be actively supported by a part of the team if the teachers actively participated in its preparation;

you must always remember that where the decision is made by the majority, there is a minority that does not agree with it. With this, a minority needs to continue to work, involving it in the process of implementing the decision.

The principle of target harmonization It stipulates purposefulness, expediency of management and such work of the head with goals, as a result of which the target integrity appears in the educational institution, i.e. such a situation when the private, personally professional goals of the members of the teaching staff correspond to the general goals of the educational institution, which is the task of managing the educational system. Some principles arising from this principle:

no matter what is done in an educational institution, everything must be done on the basis of a meaningful, previously formulated, pedagogically expedient goal;

target integrity in an educational institution is not formed immediately, it is the result of a long and painstaking work of the head with staff;

commitment to the goals of the educational institution is associated with the beliefs of the teacher, with his commitment to the core values \u200b\u200bof the educational institution and its culture.

The principle of horizontal ties It provides the establishment of relations between all members of the teaching staff, the exchange of information, experience, does not allow the teacher to professionally isolate themselves in the team. Here are some requirements of the principle:

the principle is implemented in the process of delegating authority to teachers, collective decision-making, establishing a common status for all employees, etc .;

horizontal connections must be formed appropriately, having a program for a long time;

when forming such a system of relations, it is necessary to take into account informal, friendly relations between teachers, on the one hand, they will improve the quality of work, and on the other, they can become a source of opposition to the administration and the goals of the educational institution.

The principle of management autonomy is one of the most important tools for the democratization of management, being a necessary condition for the formation of groups of line managers (local leaders within an educational institution). Autonomization allows decentralizing control over the quality of professional activities of teachers. Some requirements for the implementation of the principle:

at the head of the autonomous areas of management must be highly qualified teachers who have expressed a desire to engage in management activities;

it is desirable that teachers who manage specific management areas (methodological association, diagnostic support team, educational software team, pedagogical support team for a child, etc.) are selected or approved at a meeting of the entire teaching staff;

all educators who become heads of autonomous units must receive appropriate training.

The principle of continuous updating determines the transfer of an educational institution from a functioning mode to a development mode. This principle is the main guideline for organizing the process of mastering new technologies and methods of training and education, changes in organizational and psychological structures, and other changes in an educational institution. Some requirements for its implementation:

any major changes must be prepared in advance, creating a certain psychological mood in the team;

changes should be based on a detailed plan (project) and calculation, which will necessarily lead to success - if there is no confidence in success, it is better not to carry them out;

the team must be prepared theoretically and practically to implement changes;

resistance to change was, is and will be, given this, it is necessary to seek consensus and incline people to the idea of \u200b\u200bthe inevitability and validity of making changes;

the process of change in an educational institution is, first of all, the process of change in the teacher himself, in his personality.

The principles presented above are systematic - for the implementation of effective management, each of them "works" only on the condition that the others, interconnected with it, are also executed.

3. Functions of pedagogical management

In world practice management acts as the science, art and the activity to mobilize intellectual, material and financial resources in order to effectively and efficiently operate the organization. In management, two directions are combined together, as it were: commercial-economic, or, as it is also called, organizational-technical, and psychological and pedagogical, connected with managing people, with organizing a team to achieve the ultimate goal.

Abroad management in education or school management defined as "focusing on the process of making the most important decisions at school." The main idea of \u200b\u200bschool management, for example, in the United States is based on the decentralization of management in the education system - in its context, a school teacher should be empowered to participate in the development and adoption of decisions that are most important for his school.

In our country, the head (the head of the workshop, the director of the plant, the head doctor of the hospital, the director of the school, the head of the kindergarten, etc.) was still appointed to the position on the basis of assessing his professional readiness to perform the functions of an engineer, doctor, teacher, educator. As a result, he became organizer of production units (workshops, factories, departments, hospitals, schools, kindergartens, etc.), production manager. The manager is people organizer and must have, in addition to professional, special training in the field of the art of managing people.

Implementation pedagogical management in practice, the activities of a modern educational institution are caused by the need to implement adequate management in the context of reforming Russian education, when educational institutions are moving away from uniformity, providing the population with varied educational services, developing on the basis of democratization, and participating in innovative processes. But such a significant change in the object of management — the school, preschool educational institution, etc. — requires a change in the subject of management.

Pedagogical management in the works of some modern authors acts as a set of principles, methods, organizational forms and technological methods of managing educational systems aimed at increasing their effectiveness .

1. Pedagogical management has its own specifics and patterns inherent only to it. Professional knowledge of management determines the awareness by managers associated with education of three different management tools: 1) organizations, management hierarchies, the main tool here is the impact on a person from above with the help of motivation, planning, organization, control, stimulation, etc. 2) management culture, i.e. values, social norms and attitudes, behavior peculiarities developed and recognized by society, organization, group of people; 3) the market, market relations, i.e. relations based on the sale of products and services, on the balance of interests of the seller and the buyer.

From the position of pedagogical management, Yu.A. Konarzhevsky identified the following managerial the principles:

The principle of respect and trust in a person;

The principle of a holistic view of man;

Principle of cooperation;

Principle of social justice;

The principle of an individual approach to management;

The principle of enrichment of the work of the teacher;

The principle of personal incentive;

Consensus principle;

The principle of collective decision making;

The principle of target harmonization;

The principle of horizontal connections;

The principle of management autonomy;

The principle of continuous updating.

Let us dwell in more detail on each of the above principles.

Principle respect and trust in a personacts as a fundamental principle of the manager and the teaching staff, reflected in the beliefs of each teacher, motivating his behavior, and penetrating through the life of the teaching staff and the whole school.

Requirements of this principle:

respect the personal dignity of a person, recognize the person's corresponding rights and opportunities;

respect the person in yourself and respect the person in others; take care of a person in yourself because in others there is also a person;

provide the individual with freedom of choice whenever possible;

trust the person; its potential is inexhaustible;

create an atmosphere of trust based on mutual respect;

respect a person, but show a high degree of exactingness to him;

create an environment in which a person can prove himself, reveal his abilities;

maximize initiative, creativity, ability to find yourself in a team;

encourage everyone's achievements and personal contribution to the affairs of the educational institution;

guarantee each teacher and child personal security in the team.

The principle of a holistic view of man- The second very important position in the value system of an educational institution, when a manager considers each member of the teaching staff not just as an employee engaged in professional activities, but as a person with all its needs, motives, goals, experiences that he experiences in the process of teaching. At the same time, each teacher considers the child not just as a pupil of a preschool educational institution or student, but as a person in the full variety of its qualities and manifestations. A number of specific requirements also follow from this principle:

build your relations with the teacher not as an official with a subordinate, but as a person with a person;

do not limit relations with teachers to official duties only, delve into their life, spiritual world and aspirations, otherwise each teacher will inevitably feel estranged;

remember that the life of a teacher and a child is not limited only to hours spent in an educational institution - it is much wider and richer;

when communicating with a teacher, never forget that his work is a large part of his life - do everything possible so that the hours, days, years spent at work are bright and joyful for the teacher;

the manager must be involved in the lifestyle of members of the teaching staff, he must understand what their common needs are;

meet with teachers not only in a formal-formal setting, but also in a place where you can just chat, “talk heart to heart”.

consider a person as an active factor, and not a passive element of the pedagogical system;

appreciate in the teacher a humane attitude to children, competence, initiative, responsibility. Always remember that you do not need a subordinate, but withworker, man of work;

create an atmosphere of not only assigning responsibility to the teacher, but also understanding of the role and necessity of participation in the process of managing the educational institution;

take care of the manifestation of any pedagogical expedient initiative on the part of your deputies and demand the same from them in relation to teachers;

first - close attention, analysis, diagnosis, then - decision-making - this is the basis of cooperation.

Principle of social justiceprovides for such a management of the teaching staff, in which each teacher is in an equal position with others, and his interaction with the administration is based on an understanding of the person as the goal of management, and not his means. Some requirements arising from this principle:

strive to evenly distribute not only the educational, but also the social burden among teachers, carefully and gradually including them in the social structure;

create conditions and prerequisites that enable you to show your professional and other abilities not only to “educational stars”, but also to all teachers;

encourage, evaluate the activities of teachers without bias, objectively, on the basis of providing them with equal “starting” opportunities;

when evaluating the work of a teacher, always bring his labor achievements and their social recognition into line;

remember that one of the guarantees of social justice in the teaching staff is publicity, systematic coverage in the collective of all the activities of the administrative apparatus;

the leader must take into account that the level of social justice is always reflected in public opinion, which evaluates it as a whole and according to individual parameters;

The principle of an individual approach to managementprovides for managers to take into account the individual characteristics of teachers, their level of professional training, interests, life and social experience. Some requirements of this principle are formulated as follows:

remember that an individual approach can be based only on a deep study of the work system of each teacher and his personality;

define for each teacher his individual goals and the lines of their achievement - this will provide him with a path to success.

The principle of enrichment of the work of the teacherlies in the desire of the head to diversify the professional activities of the teacher, through the awakening of professional interest and the support of his professional confidence. Some specific requirements of this principle:

consult with educators about their current and future professional needs;

create conditions for the inclusion of teachers in innovative activities;

organize visits to lessons (classes with children) of creatively working teachers in their own and other educational institutions;

hold seminars, round tables on the problems of educational methods;

to follow the professional development of teachers.

The principle of personal incentiveensures personal interest of the teacher in the work, contributes to the adoption of certain obligations to the educational institution and staff. This is evidenced by some requirements arising from this principle:

Implementation consensus principlewill allow the leader in the conditions of the formation of independent views and various points of view of teachers to bring the team to agreement, transfer people from confrontation to cooperation. Here are some requirements of this principle:

consensus should be based on an objective assessment of the views of team members when discussing a problem or making a decision;

the leader must especially clearly and logically argue his point of view in order to be accepted by the “critical majority” in the team;

know how to make mutual concessions, but not to the detriment of the cause.

The principle of collective decision making- This is one of the instruments of democratization of governance, based on the belief that people do not want to be eternal performers. Some requirements of the principle:

with the information on the basis of which such a decision will be made, each member of the team should get acquainted;

the decision only in that case will be actively supported by a part of the team if the teachers actively participated in its preparation;

no matter what is done in an educational institution, everything must be done on the basis of a meaningful, previously formulated, pedagogically expedient goal;

target integrity in an educational institution is not formed immediately, it is the result of a long and painstaking work of the head with staff;

The principle of horizontal tiesit provides the establishment of relations between all members of the teaching staff, the exchange of information, experience, does not allow the teacher to professionally isolate themselves in the team. Here are some requirements of the principle:

the principle is implemented in the process of delegating authority to teachers, collective decision-making, establishing a common status for all employees, etc .;

horizontal connections must be formed appropriately, having a program for a long time;

The principle of management autonomyis one of the most important tools for the democratization of management, being a necessary condition for the formation of groups of line managers (local leaders within an educational institution). Autonomization allows decentralizing control over the quality of professional activities of teachers. Some requirements for the implementation of the principle: