RESULTS OF THE EXPERT EVALUATION OF THE EFFECTIVENESS OF THE MANAGEMENT MODEL OF THE DEVELOPMENT OF THE CREATIVE POTENTIAL OF TEACHERS AS A SELF-ESTEEM OF THE MANAGER COMPETENCE

Abstract

This article deals with the organization and results of expert evaluation of the management model of the creative potential of Ukrainian language and literature teachers in the context of non-formal education, reflects its certain level by independent experts and an experimental group. The topical issues of results of expert evaluation have been disclosed. It was noted that qualitative management of development of creative potential of teachers in modern society during wartime is one of the main tasks of the same society. The focus is on the concept of "professional competence". A professional leader is able to find compromises, changes him/herself, changing the environment. It was noted that the success and effectiveness of the development of the creative potential of teachers of education institutions depends directly on the competence of the individual manager, his/her professional level, facilitating the use of pedagogical innovations, enhance the role of knowledge in all areas of activity.
 The management model of development of creative potential of teachers is the ability to determine the strategy of development of the institution, the organization of its effective activity through the implementation of new approaches and activity system. It proves urgency of introduction of a management model of development of creative potential of teachers in education institutions. In the context of quality management this development depends on the judicious combination of the self-actualization of the individual, his/her free choice, respect and understanding, the competence and willingness of the management itself to renew their knowledge, readiness to life-long learning.
 The main management model of development of creative potential of teachers is motivation, attitude to obtaining new knowledge and awareness of the changes taking place in Ukraine, because the society begins to realize that the teacher is an agent of change, a means of organizing intellectual cooperation among all members of the education process.