USING KINESTHETIC LEARNING STYLES TO IMPROVE EDUCATION QUALITY

The purpose of this work is the study of international experience and the substantiation of compliance with basic hygienic indicators when implementing atypical planning and construction solutions in new and existing institutions of general secondary education for the physical protection of participants in the educational process during the war in Ukraine. Materials and methods. Sanitary and hygienic, bibliometric and analytical methods were used in the work. Review. In Ukraine, in connection with the ongoing full-scale war and in order to protect students, there was an urgent need to solve the issue of protecting students, teachers and employees of the general institution of secondary education during the educational process, especially in those located in territories close to territories with active hostilities. The first special underground institution of general secondary education was opened in the city of Kharkiv – a bunker-type school, which corresponds to the current comprehensive policy of the Ministry of Education and Culture "School Offline". This institution of general secondary education is located in an underground space at a depth of 6 m. It is designed for a simultaneous capacity of 600 students of grades 1-11 (or 900 students in two shifts). The high cost of designing and building an underground institution of general secondary education limited its capacity, provision of a full set of functional groups of premises, including recreational, physical culture and sports, educational and production zones, provision of premises with natural lighting and insolation. For the implementation of this project, the architectural and planning and sanitary and hygienic standards have not been partially met, which may negatively affect the health of children and affect their quality of life in the future. In conditionally safe territories, it was proposed to arrange protected spaces in institutions of general secondary education, which also has a number of disadvantages and requires in-depth study. Conclusions. According to the results of the study of the international experience of extensive construction of underground institutions of general secondary education, none were found. However, the experience of building underground institutions of general secondary education with students staying during the school day is isolated, was carried out as an experiment and did not spread. The introduction of the latest constructive solutions (protected spaces) and the possibility of further expansion of the design and construction of underground institutions of general secondary education in Ukraine require careful study. Keywords. State regulation, world experience, institutions of general secondary education, bunker school, construction in underground space, educational protected spaces, children's safety.

The purpose of the presented work is to determine the main components of the process of regulating the activities of general secondary education institutions, as well as the main characteristics of the financing process. The main role of the components of the management process in institutions of general secondary education and the components of financial support are determined. The main research methods are: analysis and synthesis - to determine the main components of the process of regulating the activities of general secondary education institutions, methods of deduction and induction - to determine the main aspects of financial support for the activities of general secondary education institutions, graphic method - to visually present the results of the study. Regulation of the activities of general secondary education institutions is an important element of ensuring quality education and sustainable development of the educational system. The state, as the main regulator, establishes the regulatory framework and standards for the functioning of educational institutions, as well as provides funding to ensure the availability and quality of education. The main areas of regulation of general secondary education institutions include: regulatory and legal regulation, financing, quality standards, monitoring and evaluation, personnel development, infrastructure and material and technical support. All these aspects of regulation contribute to the creation of a favorable environment for the development of general secondary education institutions, increasing their efficiency and ensuring the quality of education and upbringing of students. Regulatory policy should be aimed at ensuring the sustainable development of education, taking into account the modern challenges of society and the needs of the labor market. It is important that regulation is flexible and adaptable to changing conditions, providing general secondary education institutions with the opportunity to respond effectively to new challenges and to innovate. Regulation of the activities of institutions of general secondary education includes a number of financial aspects that affect their functioning, development and the quality of the education provided. Financial support is one of the key factors that determines the effectiveness of the educational process and the development of general secondary education institutions. The main aspects of the financial regulation of the activities of general secondary education institutions are defined: state funding. The government allocates budget funds to ensure the functioning and development of general secondary education institutions. State funding ensures the basic level of provision of educational services and infrastructure needs of institutions; regulation of tariffs and prices. The state can regulate the level of tuition fees in institutions of general secondary education to ensure the availability of education for different sections of the population; financial control. Institutions of general secondary education are subject to financial control by state inspection bodies, which allows for effective and economical use of budget funds; investment attraction. General secondary education institutions can attract additional funds from external sources, such as grants, sponsorships, donations, etc. This allows to increase financial resources and implement new projects and programs; financial support of educational programs. The state can provide financial support to individual educational programs and initiatives aimed at improving the quality of education and development of institutions; formation of budgets: General secondary education institutions form their budgets, taking into account needs and profitability, as well as the goals and objectives facing them. The financial aspect of regulating the activities of institutions of general secondary education is important for ensuring the stability of their work, improving the quality of education and ensuring accessibility for all segments of the population.

The presented paper analyzes the main components of the economic mechanism of development of general secondary education institutions and presents the main positive characteristics that can be obtained from its implementation. The purpose of the presented work is to consider the main components of the economic mechanism of regulation of general secondary education institutions and to determine the main components of their development.
 The development of general secondary education institutions is an important component of social development, as it provides opportunities for the younger generation to receive quality education. It was determined that the development of institutions of general secondary education includes the following components: improvement of the quality of education, development of institutions of general secondary education involves providing equal learning opportunities for all students, development of infrastructure, innovative approaches, development of partnership and cooperation, support of teachers and staff.
 The development of general secondary education institutions is an important component of social development, as it provides training and development of the younger generation. Implementation of the described aspects contributes to improving the quality of education, expanding access to education, developing infrastructure, implementing innovative approaches, developing partnerships and supporting teachers and staff.
 The economic mechanism for regulating the activities of institutions of general secondary education includes a set of measures and tools aimed at ensuring the effective functioning of these institutions and achieving the set goals. Development and implementation of the budget of general secondary education institutions is an important element of the economic mechanism. This includes planning of income and expenses, analysis of financial activities, control over the implementation of budget indicators and effective use of funds.
 The use of economic tools to stimulate efficiency in the work of institutions of general secondary education is an important aspect of the regulatory mechanism. This may include the establishment of performance indicators, a system of incentives for teachers and staff, as well as performance evaluation and analysis of indicators of the quality of education.
 The conclusions show that the effective use of the economic mechanism of regulation is an important aspect of the development of the institution of general secondary education. This contributes to improving the quality of education, attracting new students and supporting the development of the institution.

The article is devoted to the topical issue of education management as an internal audit of the school and the technology of its implementation. Since the concept of "audit" appeared in the field of education in Ukraine recently, and tools to assess the educational activities of an educational institution is not enough, this issue requires careful study. The aim of the work is to theoretically justify the importance and organizational principles of internal audit as a tool for managing the quality of education, as well as to propose the use of factor-criteria model for such an assessment. In accordance with the goal, the following research methods were used: a) theoretical: analysis and systematization of philosophical, pedagogical, psychological and educational management literature to define organizational and pedagogical principles of quality of education and educational activities and conceptual and categorical apparatus of the study; modeling to develop a factor-criteria model as a technology for evaluating educational activities of general secondary education; content-analysis of legislative, regulatory and methodological documentation to clarify the parameters, factors, and criteria for evaluating educational activities; b) empirical: observations, questionnaires, interviews, the method of expert evaluations to assess the educational activities of institutions of general secondary education. The paper analyzes the scientific and pedagogical literature on the problem under study, which found that the problem of quality education for many centuries has been the subject of scientific discussions and searches of scientists: philosophers, economists, sociologists, educators. The study emphasizes that for a successful educational institution capable of providing a high level of quality education, it is essential to use tools and methods of quality assessment with clearly defined criteria, conducting an annual internal audit of its activities, which is seen as a process of data collection. Value/originality. The necessity and importance of internal audit of school activities were determined; internal audit tools using qualimetric approach to educational activities in institutions of general secondary education were developed; understanding of the main evaluation parameters (parameters of the educational environment, parameters of assessment of teaching activities, parameters of assessment of student activities, parameters of assessment of management processes) was enhanced. The technology of tools for quantitative measurement of the quality of education in institutions of general secondary education has been further developed. Practical implementation. Managers of institutions of general secondary education will be able to understand the importance and feasibility of internal assessment of the quality of education and use the factor-criteria model of the annual internal audit to ensure the continuous development of institutions of general secondary education and improve the level of educational services.

У статті акцентовано увагу на необхідності оновлення системи ступеневої підготовки майбутніх учителів початкових класів у зв’язку з прийняттям Професійного стандарту “Вчитель початкових класів закладу загальної середньої освіти”. Уточнено сутність поняття “ступенева підготовка майбутніх учителів початкових класів”. Представлено модель ступеневої підготовки майбутніх учителів початкових класів. Визначено трудові функції, якими мають оволодіти фаховий молодший бакалавр, бакалавр та магістр. Наведено приклад врахування професійних компетентностей, визначених у професійному стандарті, у результатах вивчення освітнього компонента “Методика роботи класного керівника”.

The article is devoted to the research of the essence of intellectual games and analysis of the experience of their use in the educational process of institutions of general secondary education. The author’s position on understanding the essential traits of intellectual games has been expressed. The article presents the classification of board intellectual games into games on a special board, card games and dice games. It is stated that various activities aimed at popularizing desktop intellectual games among schoolchildren are supported by of certain international non-governmental organizations. Particular attention deserves the activity of the World Chess Federation, which in its structure created a special unit on school chess and initiated the adoption by the European Parliament of the Declaration on the implementation of the program "Chess in School", which became a significant event for the development of school chess. In the article on the example of chess, draughts and Go, the positive influence of desktop intellectual games on the development of many qualities of pupils is substantiated. These games contribute to improving mental skills, develop memory, attention, thinking skills, increase interest in schooling, and provide ample opportunities for self-knowledge and self-realization. The level of mastery of such games is an indicator of the intellectual development of students. Using the methods of analysis and comparison, the experience of using desktop intellectual games in the educational process of Ukrainian and foreign institutions of general secondary education was investigated. The problems of the domestic educational process are described. It is emphasized that chess is the most preferred among the whole set of desktop intellectual games in the institutions of general secondary education of Ukraine. Desktop intellectual games have significant pedagogical potential. The conclusion is made on the expediency of using such games in the educational process of institutions of general secondary education as a means of versatile development of a student.

The article is devoted to the comprehensive analysis of the concept of geometrical «constructions» in three dimension Euclidean space from the position of practical-orientated process of training. According to its grounds, the theory of «constructions» in Euclidean solid geometry in essence doesn’t differ from theories of plane geometry onto «constructions by the help of different tools», to begin of «a compass and a ruler». From the theoretical point of view, just as in Euclidean plane geometry, in Euclidean solid geometry the question is in creation the corresponding canonical prolongation of the chosen axiomatic basis of three dimension Euclidean space. The character of such canonical prolongation is determined by the purpose of its possible subsequent practical applications. Examples of canonical prolongations of axiomatic basis of Euclidean solid geometry that are agreed with the corresponding canonical prolongations of axiomatic basis of Euclidean plane geometry in the form of axiomatic basis of «a compass and a ruler» are pointed out in the article. Such axiomatic bases of the theory of «constructions» of three dimensional Euclidean space allow to achieve the concordance of «constructions by the help of a compass and a ruler» in pictures of geometrical figures received by the help of parallel projecting with «constructions» at Euclidean space on the base of these pictures. At a result of the conducted analysis, we come to conclusion that provided practical-orientated process of training it makes a sense to supplement the traditional content of the course of solid geometry at institutions of general secondary education with some questions devoted to «constructions» in solid geometry. It is clear that in such a case the level of deepening in the essence of the question must be approximately the same one as in the course of plane geometry at institutions of general secondary education according to the «constructions» in Euclidean plane «by the help of a compass and a ruler». Simultaneously, in the course of Euclidean plane geometry it is important to pay student’s attention to the existence of different theories of «constructions», «by the help of different tools», to throw light on the essence of natural preconditions of such existence. Undoubtedly, the corresponding material must also be added to the content of professional training at teachers’ training institutions of higher education the future mathematics’ teachers of institutions of general secondary education. Such questions directly concern the scientific grounds of the up to date courses of geometry at institutions of general secondary education.

The cartographic method is the main method of teaching geography in the institutions of general education in the New Ukrainian School, the basis for the formation of skills of each citizen. Aim of the research: to reveal the theoretical aspects of the methodology for determining the nomenclature of topographic maps for teachers and methodologists of geography of general secondary education institutions, students of higher education institutions and to provide appropriate methodological recommendations for their practical implementation. Main material. To achieve this goal, the following research methods were used: the method of comparative-historical analysis, which allowed to establish the causal and historical conditionality of the formation the methodology for determining the nomenclature of topographic maps; empirical (observation of the pedagogical process, conversations with students and teachers of geography, generalization of personal pedagogical experience, questioning of teachers and methodologists), which contributed to the substantiation of the need to develop and implement in the geography of the New Ukrainian School (NUS) effective methodology for determining the nomenclature of geographers nomenclature The pedagogical experiment made it possible to identify not only the links between the studied components of the nomenclature of topographic maps, but also to carry out qualitative analysis and accurate quantitative measurement of both changes made in the educational process and the results of the whole process. The analysis of curricula in geography involves mastering the concepts and terms «topographic map», «map layout», «map nomenclature», evaluation of certain types of nomenclature definition of topographic maps; encourages the theoretical substantiation of such a methodology based on the pedagogical experience of the teacher of geography in modern school. The main focus of the article is on the practical aspect of the methodology for determining the nomenclature of a topographic map; methodological recommendations are given regarding approaches to the evaluation of particular types of their definition. For the first time, methodological recommendations on the educational practice of determining the nomenclature of topographic maps for institutions of general secondary education, in particular the concept of «map layout» and «map nomenclature» and the like, are introduced into scientific use. They significantly influence the achievement of new socio-economic results of geographical education. Conclusions. The results of the experimental study confirm the importance of theoretical and practical aspects of the methods development for determining the nomenclature of topographic maps in educational practice, its content and methodological basis. The developed guidelines for practical implementation of the methodology for determining the nomenclature of topographic maps in institutions of General secondary education of the New Ukrainian school will contribute to improving the quality of knowledge on geography and the Ukrainian educational system as a whole.

The article explores scientific approaches to understanding the nature and structure of basic competencies. Attention is paid to the peculiarities of the design and technological competence of students in institutions of general secondary education the lessons of labor training at New Ukrainian School. Analysis of recent research and publications confirms that the vast majority of scientists, teachers, educators-practitioners are of the opinion that it is necessary to form a set of competencies in students while studying in institutions of general secondary education. One of such competencies is project-technological competence, which is key in the lessons of labor training at the New Ukrainian School. The authors focus on variability as the main component of the educational process with students in the implementation of the project method in the classes of labor training in institutions of general secondary education. The difference between the traditional and competence approach is revealed, the are changes which are required for transition from knowledge to competence education carefully analyzed. It is argued that the process of the project approach contributes not only to the formation of a holistic system of knowledge and skills, but also develops imagination, memory, creativity, the ability to clearly plan ing their activities. The research highlights the proposals, the use, according to researchers, for the successful implementation of design and technological competencies of students in institutions of general secondary education the lessons of labor training in New Ukrainian School.

The importance of the development of communicative competence of the heads of institutions of general secondary education in the conditions of the New Ukrainian School is underway. To the conditions of development of communicative competence as a component of professional competence include understanding the leader of the importance of communicative competence in management, the ability to model communicative situations that provide a free communication process in the pedagogical and student groups; increase his professionalism; self-development of communicative abilities. Under the conditions of the New Ukrainian School, the process of development of communicative competence of heads of institutions of general secondary education is carried out with the help of new learning technologies that initiate their active self-education, organizational culture, and motivation, development of personal qualities, which allow developing a strategic and tactical trajectory of development of professional competence. The communicative competence of the heads of institutions of general secondary education as the quality of value personal and professional education, which helps to establish relations in the field of interpersonal interaction, and in the sphere of business communication is determined, which is why the emphasis is on the exceptional significance of this component in the development of the personality of the head. In the future it is planned to disclose the opportunities offered by the institutions of general secondary education in the conditions of the New Ukrainian School, the effectiveness of which depends on the level of development of the communicative competence of their leaders.

Introduction. The article is dedecated to the study of markers of professional competence of Ukrainian language and literature teachers. The pedagogue-philologist must master the art of speech, develop artistic and aesthetic taste, form moral and spiritual values, develop critical thinking of pupils in the institution of general secondary education on the lessons of Ukrainian language and literature. A philologist in the 21st century is a creative, professionally mobile and competitive person. In addition, he has an arsenal of all tools of competency-oriented approach to lessons of Ukrainian language and literature, which are implemented in the innovative content of education in the New Ukrainian School. Purpose. The purpose is to outline and explore markers of professional competence of Ukrainian language and literature teachers, which are indicators of modern quality education in the process of professional training of bachelor students. Methods. Such methods as analysis, synthesis, comparison, formalization and modeling has been used in the article. Results. Professional training of a teacher of philology is a thorough knowledge, skills and abilities in folklore, methods of teaching the Ukrainian language and methods of teaching the Ukrainian literature. The level of teacher’s professionalism is based on personal experience, on the unity of theoretical and practical training for educational activities, on the annual training, ie planning an individual trajectory of development. The study of academic disciplines in the Free Economic Zone is analyzed: folklore, methods of teaching the Ukrainian literature, methods of teaching the Ukrainian language; qualimetric approach to the selection of NUS textbooks for 5th grade and the use of certain services and platforms during the distance lesson. The study of Ukrainian literature and folklore in general secondary education is based on linguistic, historical and ethnographic, national-aesthetic and individual-psychological aspects. In the XXI century society dictates the requirements for teachers, educators, linguists, philologists as a moderator (administrator), a tutor (mentor), a facilitator (a person who provides group communication) in the modern educational space. The study of theoretical material plays an important role in mastering the methodology of teaching the Ukrainian language in higher educational establishment, but of particular importance is the practical and independent work of the student, various types of practice in institution of general secondary education, which qualitatively increases the level of professionalism. Accordingly, in the curricula language didactic readiness of future teachers to teach students in institution of general secondary education defined as a set of scientific language didactic knowledge and the formation of professional speech skills. Components of linguodidactic readiness of students in higher educational establishment: linguistic, speech, communicative, methodical, evaluative-regulatory, cross-cultural competences. For the future teacher of Ukrainian language and literature it is important to have folkloristic competence (folklore); pedagogical, literary and methodological competencies (methods of teaching Ukrainian literature); pedagogical, linguistic and methodological competencies (methods of teaching the Ukrainian language) to realize their own professionalism and competitiveness of the individual. Originality. The scientific novelty of the research results consists in the fact that for the first time the formation of key competencies of Ukrainian language and literature teachers has been analyzed on the basis of the study of mutual influence of such disciplines in higher education as folklore, Ukrainian language teaching methods, Ukrainian literature teaching methods. Special attention was also paid to the role of personal student’s experience. Also, for the first time, these competencies of the future teacher has been considered through the prism of the requirements of the New Ukrainian School. Conclusions. Thus, the professional competence of the future Ukrainian language and literature teacher is: a holistic system of thorough professional knowledge, methodological skills and abilities in various disciplines, a special role is played by folklore, methods of Ukrainian literature and the Ukrainian language; ensuring the replenishment of professional personal knowledge of the Ukrainian language and literature; flexibility of application of innovative methods of theoretical and methods of practical activity; critical thinking; self-reflection; desire for self-education as a continuous professional growth; qualimetric approach to the choice of textbooks. Formation of professional competencies of the future Ukrainian language and literature teacher of the New Ukrainian School in Kremenets Taras Shevchenko Regional Academy of Humanities and Pedagogy is in accordance with the requirements of European Standards EGS 2015, the Law on Higher Education, the National Qualifications Framework, the recommendations of the National Agency for Quality Assurance in Education (provided during the accreditation of the educational program Secondary Education (Ukrainian Language and Literature)). In the process of professional training of future teachers of Ukrainian language and literature, we must form both general and subject competencies during the study of disciplines from the cycle of professional training. It is proved that Ukrainian language and literature teacher needs to have a system of professional knowledge, methodological skills and innovative learning technologies.


 
 
 The article determines the relevance and practical direction of the management of professional development of teachers of the institution of general secondary education by means of project technologies. The concept of “management”, "professional development", "project technologies", "portfolio of projects", defined tasks of project technologies and management conditions for professional development of teachers of institutions of general secondary education by means of project technologies were determined, the expediency of using project technologies in the management of professional development of teachers of the institution of general secondary education. It is pointed out the importance of ensuring the effective management of the professional development of teachers of the institution of general secondary education by means of project technologies in accordance with the formation of a new approach to education aimed at solving certain pedagogical tasks combining goals, methods, content and forms of work.
 
 

The article analyzes the proposed effective model of a general secondary education institution in the conditions of the implementation of mixed education (the use of distance, network, home, individual learning technologies), outlines new vectors of development of general secondary education institutions based on the integration processes of the implementation of mixed education, the need for which arose during pandemic and Russian military aggression, pedagogical organizational principles are outlined. The question of solving the problem of assessing the quality of basic secondary education is raised, the points of improvement of the mechanisms of the organization of the educational process in institutions of general secondary education are considered.. The proposed model of the general secondary education institution contributes to the individualization of the educational process, encourages teaching staff to continuous self-education, promotes the formation of an information culture in them, sets them up for mastering innovative means of obtaining and applying information, and creating an individual educational trajectory. The system of organization of the educational institution as a social phenomenon is considered in several aspects: the study of the conditions of management of the institution of general secondary education in the context of the implementation of mixed education; determination of the index of cognitive activity of pedagogical workers of the institution of general secondary education in the conditions of mixed education; determining the effectiveness of the institution of general secondary education in the conditions of the implementation of mixed education.

The article defines the peculiarities of managing transformation processes in general secondary education institutions during the period of modernization, transformation, positive changes and their continuous, stable, sustainable development. Our reflections are based on the fact that the management of transformation processes in general secondary education institutions is strategic and should be built in the plane of "Study globally – determine the scientific basis – act locally" and is complex and innovative in content. The strategic problem of transformation processes is the management of the spiritual positive energy of transformation and peace. That is why the management of transformation processes at school in modern conditions is viewed through the prism of strategic management and is carried out taking into account the need to ensure the development of participants in the educational process, subject to overcoming the negative consequences of a pandemic, war, environmental disaster, climate "records", crisis and the presence of educational losses, educational gaps, poor performance, illiteracy, knowledge gaps in students and the need to quickly involve internally displaced children and students in the educational process. Determining the features of the management of transformational processes in the field of education and general secondary education institutions is the highest level of the art of management and is provided by strategic thinking, strategic management and covers the theory and practice of training teaching staff, children, students, and parents to the acquisition by schoolchildren of high-quality scientific knowledge, mastery of a scientific worldview on the basis of harmonious development and education, as well as planning, forecasting and organizing the educational process, researching its regularities, developing and applying methods, options, methods, and forms of learning, studying, and self-education of students. It provides for a rational, competent arrangement of available pedagogical staff, effective use of the material and technical base, information resources, determination of strategic priorities, goals and tasks for class leaders, class teachers, teachers, librarians, heads of circles, sections, creative teams, heads of offices, as well as the use of innovative forms and methods of education, forming the sphere of cooperation with state management bodies, scientific institutions, methodical services, educational institutions, public organizations and professing the ideology of pedagogy of cooperation and mutual understanding between the participants of the educational process. Strategic management of transformational processes in institutions of general secondary education, especially in conditions of war, is closely related to educational policy in the country and stems from the needs of a free creative gifted individual, a social human society, a democratic state, an innovative economy of knowledge and the needs of defense, protection, guardianship, compliance with social guarantees. Legislation, normative legal acts set tasks for educational institutions, and the strategy ensures their fulfillment. The strategy of managing transformational processes in institutions of general secondary education depends on the level, state and pace of economic development and on the actual provision of necessary and sufficient funding, security, including social security, of all participants in the educational process. The strategy of managing transformational processes is, as a rule, the same for all schools and its recommendations, the main provisions should be mandatory for all institutions of general secondary education, regardless of status, type, subordination, location and form of ownership. With regard to tactics, strategic management plays a certain role and at the same time takes into account the powers, status and capabilities of the institution of general secondary education and should serve to realize the basic rights and freedoms of participants in the educational process, and the basic right to a spiritual, happy, safe, protected, joyful life in the plane of observance and fulfillment of the main spiritual laws – Love, Forgiveness and worldview and value categories and principles of Peace, Faith, Hope, unity, solidarity, commonwealth.

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.