MOTIVATION AND MANAGEMENT OF SUBJECT OF THE INCLUSIVE EDUCATIONAL INSTITUTION IN THE CONDITIONS OF GLOBAL ECONOMIC DEVELOPMENT

Abstract

Introduction. In the modern Ukrainian inclusive educational space, the motivation of the scientific and pedagogical employee of the educational institution in the conditions of global economic development, which is extremely relevant today, acquires special importance. Purpose. It consists in carrying out appropriate measures of effective activity and motivation of the scientific and pedagogical employee of the inclusive institution. Results. The article identifies the priority of motivation of research and teaching staff, which includes a number of components, namely: motivation of work, motivating staff to work effectively, which provides the necessary rewards and meets existing needs; motivation for stable and productive employment; motivation for the development of employee competitiveness, etc. The motivational model of the relationship between the head and the teaching staff is method of calculating the term of the contract of the subject of educational services is represented. The management of the subject an inclusive educational institution in the conditions of global economic development is analyzed. It is determined that the structure of the educational sphere in particular inclusive education as a socio-economic model has a complex many profile character, the elements of the structure of the educational space are characterized by a complex system of relationships and interdependence. The characteristics of the main components of motivation individuals of higher education subjects, which determine the behavior of providing educational services and form its motivational structure are highlighted and given. It is individual for each subject of educational services and is determined by many factors: level of well-being, social status, qualification, position, value orientations, etc. The development of the educational system of each country as a socio-economic model is characterized on the one hand by internal (national) features and patterns of development and on the other hand, the development of national systems is directly influenced by the external environment, determined primarily by global processes. It is substantiated that globalization has become a challenge for higher education in which modern higher education institutions are becoming global institutions.