CHANGE MANAGEMENT IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN A GENERAL SECONDARY EDUCATION INSTITUTION

Abstract

The article is devoted to solving the problem of change management in the context of professional development of teaching staff. The relevance of the research topic is due to the need for active professional development of teachers to develop the ability to respond to changes and work effectively in the face of change to improve the quality of the educational process. The article analyses important scientific achievements in the theory of change management and problems of professional development of teachers in domestic and foreign management. The definition of "change management in the context of professional development of teachers in general secondary education institutions" is presented as a continuous process of implementing and regulating a single line of behaviour of teachers in terms of perception of changes using tactics of support and involvement in continuous professional development in an active motivational educational environment. It has been established that change management in the context of teachers’ professional development has its own specific features, including the availability of an algorithm, development of change management technology, establishment of information channels, and use of knowledge management mechanisms for teaching staff. In this way, change management becomes a holistic process that includes many interrelated elements and is impossible without the active participation of teachers, who are key agents of change in the educational process. The article presents the results of a study of the level of professional development of teachers based on the theory of change management. A factor-criterion model for assessing the status of management of professional development of teachers in the context of changes is proposed. Based on the general structure of the head of an educational institution, the content and specificity of management activities, we have identified the factors of management of the professional development of teachers of the EI, namely: planning and prognostic activities for the organisation of monitoring, diagnostic, informationanalytical, motivational and targeted, organisational and coordination, control and diagnostic, and regulatory and corrective activities. The results of the study on teachers’ satisfaction with their participation in the implementation of changes are presented. The factors influencing the self-development of teachers are identified. Prospects for further research include the development of tools for assessing the effectiveness of managing the development of GSEI in the context of change in order to justify and choose a strategy for the development of the organisation.