Management Of Educational Organizations Research Articles

Conditions for the Formation and Development of a Culture of Risk Management for Teaching Staff

Introduction. In conditions of socio-economic instability, the use of risk management tools when making management decisions, building a management system that includes risk management, will allow you to more effectively achieve your goals. At the same time, the problem of risk management by the management of educational organizations, as well as in the organizational and managerial activities of teaching staff, is not given due attention. This allows us to talk about an unformed risk management culture as one of the results of professional training and advanced training of workers in the field of education. Risk management culture is one of the components of management culture that determines the readiness of teaching staff to ensure the quality of management in the educational system (management of the educational process, educational and cognitive activities of students, etc.). Risk management culture is increasingly being considered by researchers from the perspective of an innovative type of management culture, focused on the implementation of innovations, and the implementation of innovative activities always takes into account risks. Materials and methods: terminological analysis of risk management in the management of educational systems; abstract review of the formation and practical implementation of the risk culture of teaching staff. Results. Scientific and practical substantiation of the relevance of the development of theory and practice of creating a culture of risk management in the process of education, training and advanced training of teaching staff. Conclusions. The effectiveness of organizational and managerial activities in the education system presupposes a sufficient level of riskological competence of a teacher at all stages of the implementation of managerial functions, regardless of his status and position. The process of forming, improving and developing a risk culture requires taking into account the current level of implementation of certain organizational and pedagogical conditions when implementing professional retraining and advanced training programs.

МОДЕЛЬ СИСТЕМНОГО ЛИДЕРСТВА В ЦИФРОВОМ УПРАВЛЕНИИ РЕСУРСАМИ, УЧИТЫВАЮЩАЯ ДИНАМИЧЕСКИЕ ВОЗМОЖНОСТИ ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ

The purpose of this article is to develop conceptual provisions on the formation of an educational organization management model taking into account dynamic capabilities and the development of ecosystems in the field of education. The methodology of the research is the use of resource-based approaches to the management of an educational organization in the context of digitalization of activities and educational processes. The results consist in the development of a model representing a combination of a system leader and a set of project management teams that, within the framework of an educational organization, ensure the formation of new technologies for using resources within an already virtual space (in the form of educational ecosystems). Conclusions: system leadership can be implemented through ecosystem integration of educational organizations with methodical subordination to the system leader of a successful organization and his team.

Contribution of change management Principles to Human Resource Management in Educational Organizations

Constant change and transformation are needed in educational organizations. change management determines the organization's growth and the impact of the quality of education on its students and its services. The aim of this article is to discover the impact of change management principles on human resource management within educational institutions. To do so, this paper will present a critical meaning of human resources management, educational organization, and change management; it will analyze how change management principles can make an impact on the way human resources management is directed, by doing this, this paper will provide new findings and specific steps that educational organizations can apply to enhance growth and transformation through change management practices. In order to meet this objective, This research follows a strictly qualitative approach with a grounded theory methodology so that the instruments and type of information to be gathered will be through theoretical sampling with an inductive method to the description, and analysis of theories, and concepts. As a main finding, it is proposed that educational management arises in response to the proper application of change management principles.

EDUCATIONAL MANAGEMENT IN THE CONDITIONS OF INNOVATIVE CHANGES

The article reveals the problems of educational management in the conditions of innovative changes. It was determined that the reformation processes of the educational sector in Ukraine actualized the problem of qualitative changes in the educational management system. After all, the quality of education and the effectiveness of educational reforms in Ukraine depend on the focus of educational management. First of all, this concerns the formation of personnel policy, and the development of a strategy for the development of an educational institution, educational programs, and ensuring the image of an educational organization. An analysis of scientific sources was carried out, which shows that the theoretical foundations of educational management have been sufficiently developed in Ukraine, and the management system in modern conditions has been studied. Thus, in the works of G. V. Yelnikova, L. M. Kalinina, O. I. Kasyanova, O . I. Marmazy, V. I. Maslova, T. I. Sushchenko defined directions of changes in educational management. According to scientists, the domestic theory of educational management is going through a period of complex transformational shifts, an intensive search for new directions of scientific research aimed at implementing a new vision of educational management policy, modern world models of educational organization management. However, the problems of managing educational institutions in the conditions of innovative changes, developing strategies for the development of an educational organization, forming a positive image of an educational organization, and motivating teaching staff for professional growth remain insufficiently researched. It is noted that the development of the value attitude of the heads of educational institutions towards innovative management as a leading direction of educational management is implemented through the implementation of new approaches to management activities: competence-based, axiological, synergistic and others. It was found that among the important educational values that significantly affect the effectiveness of management activities, the following can be distinguished: the rule of law, tolerance, patriotism, honesty, justice, trust, morality, academic integrity. Accordingly, the content of educational management should be value-oriented and characterized by favorable communications, partnership in relationships, and a system of incentives for the professional growth of teaching staff. It was found that the strategy of the institution's development, which consists of a complex of methodical, material, technical and management projects with the determination of ways of their implementation, acquires an important importance in the conditions of innovative changes. It is emphasized that changes have also taken place in the personnel policy of educational institutions. Among the important tasks in the work with the pedagogical staff are defined: creation of favorable conditions for the professional development of both each teacher in particular and the pedagogical team as a whole; ensuring favorable communications between all participants in the educational process; creation of an effective system of stimulation for professional pedagogical activity; effective leadership is another. It is noted that in the conditions of innovative educational changes, the ability of the management subsystem to provide a positive image of the educational institution characterizes the innovative competence of the manager.

Quality management in educational organizations: transformation of the environment and features of the formation of local quality management systems

Methods. Scientific results are obtained through the use of such methods as description, abstraction and induction. With the help of the method of description, aspects of the evolution of quality management in the educational organization were revealed, in particular, attention was focused on the experience of higher education institutions in Poland, the Czech Republic, and Germany. With the help of the abstraction method, certain aspects of quality management in higher education institutions of Ukraine were singled out and a list of actions was proposed that will contribute to the optimization of certain processes within the framework of ISO 9001:2015. When applying the induction method, the authors made conclusions regarding the possibilities of significant optimization and improvement of the quality management system in higher education institutions of Ukraine. Results. The article investigates and analyzes the features and aspects of the functioning of the quality management system in institutions of higher education, proposes certain elements for implementation in the system of higher education that will contribute to the optimization and improvement of the functioning of processes within the framework of ISO 9001:2015. Novelty. This study revealed and demonstrated that within the framework of the higher education system of Ukraine there are certain characteristics that in one way or another negatively affect the functioning of the educational processes of higher education institutions of Ukraine. Therefore, we have created and proposed methods that can improve and optimize processes in higher education institutions. Practical value. This study can be important and useful for the management of higher education institutions in building an effective quality management system in higher education institutions, which can lead to higher education standards and, as a result, satisfaction of all interested parties.

Designing a paradigmatic model of digital leadership for managers at Islamic Azad University of Tehran province: a mixed methods approach

The present study was conducted with the aim of providing a digital leadership model for managers at Islamic Azad University of Tehran Province. The research method was applied in terms of purpose and mixed exploratory (qualitative-quantitative) in terms of data, and in terms of nature, it was systematic data-based (paradigmatic) in the qualitative dimension and cross-sectional survey in the quantitative dimension. The statistical population of the qualitative section included professors and experts in the field of human resources with specialized doctoral degrees, and in the quantitative section, all university presidents, their deputies, heads of faculties and heads of educational groups with specialized doctoral degrees and the academic rank of assistant professor and above in educational sciences at Islamic Azad University of Tehran Province, totaling 270 people. The sampling method in the qualitative section was purposeful theoretical saturation, and 15 expert people were selected. In the quantitative section, the sample size was determined based on the Morgan formula as 159 people. In the present study, after open and axial coding, the resulting measurement tool was formatted and sent to experts for selective coding and validity. Based on this, a researcher-made questionnaire was designed and distributed randomly among the study population. Then, the collected data were analyzed using descriptive and inferential statistics, and finally, 5 dimensions, 17 components and 121 indicators were identified for the digital leadership model for managers of educational organizations. After final approval and prioritization by experts, the dimensions, components and indicators of the model were illustrated, and the model was re-validated by experts.

Совершенствование механизмов управления развитием общеобразовательных организаций Тульской области

The article examines the current state of management of educational organizations and the educational process in the Tula region, analyzes the results of a study on improving the management mechanisms for the development of educational organizations in the region, offers a number of recommendations for improving the management mechanisms for the development of educational organizations in the region.

Innovative activity in the field of education: content and regulation

The article deals with issues related to innovative activities in the field of education. In this regard, the publication presents the results of the author’s research on issues related to the formation and functioning of innovative infrastructure in the education system as a set of educational and other organizations with the status of innovation platforms, as well as on issues related to the system of legal regulation of innovation in the field of education and the financing of educational organizations with the status of innovative platforms. Within the framework of the study, the author pressents the definition of innovative activity in the field of education. The author also examines the content and specifics of the functioning of educational organizations with the status of innovation platforms, the status of innovative projects implemented in educational organizations, the possibility of differentiation of areas of innovation in the field of education, presents a critical look at some organizational decisions in the field of innovation management of educational organizations. As one of the results of the study, the author offers his own approaches to determining the criteria for the effectiveness of innovative activities in the field of education related to improving the quality of education and ensuring the possibility of further replication of the results of innovative activities in the practice of other educational organizations. At the same time, the article notes that the quality of education is a rather multifaceted concept, including many different factor

Eğitim Örgütlerinde Çatışma ve Çatışma Yönetimi

The data obtained show that conflicts are inevitable within educational organizations and if not handled correctly, these conflicts can negatively affect organizational productivity. This article provides an overview of the nature, types and sources of conflicts in educational organizations. The types and effectiveness of conflict management techniques are also discussed. Among the sources of conflicts are factors such as organizational structure, role ambiguity, different value and belief systems, communication problems and resources. The most common types of conflicts in educational organizations include administrator-teacher, teacher-student, teacher-teacher and student-student conflicts. Types and effectiveness of conflict management techniques are also discussed in the article. These include techniques such as compromise, competition, cooperation, avoidance, and conformity. The article also highlights the factors that play a role in the conflict management process. These factors include personality traits, cooperation, communication, trust, and leadership. In conclusion, conflict management within educational organizations is an important factor to increase organizational efficiency. This article highlights the importance of research in this area by presenting a summary of important studies in the literature on conflict management in educational organizations. Keywords: Conflict, Conflict management, Conflict in educational organizations

Management Decisions under Uncertainty Using Controlling Tools

The management decision performs three critical functions : guiding , organizing and motivating . It is obvious that the growth of the university’s potential largely depends on management processes and on the effectiveness of management decisions made in the activities of the staff of the educational organization . As practice shows in modern conditions , not many domestic leaders are familiar with the theory of development and adoption of managerial decisions . The study analyzes the main approaches to the process of making managerial decisions at the university . The expected results are related to the study of theoretical approaches and the determination of the possibility of using controlling tools . The study was conducted based on primary data that were collected through a questionnaire . The survey of respondents was conducted among the teaching staff at Almaty Management University. To solve the problem , the classic Pareto Chart tool and the modern Tree Diagram tool were used , which showed different results . In the course of the study , hypotheses were put forward , some of which needed practical confirmation . The results showed that there is no standard algorithm for the process of making managerial decisions in all universities in Kazakhstan. The resulting decision-making algorithm is not ideal and , with mass implementation , will lead to an increase in risks in the personnel management of educational organizations . However , the method of building control itself can be used by other universities since the scheme of primary and new controlling methods considered by the authors is quite flexible .

Resource availability as a condition for the effectiveness of professional activity of the senior staff of departments and faculties of educational organizations of the Ministry of Internal Affairs of Russia

The subject of the study is the psychological resources of the senior staff of departments and faculties of educational organizations of the Ministry of Internal Affairs of Russia. The purpose of the research is to study the relationship between subjective representations of the success and effectiveness of the professional activities of managers and their resource availability. It was suggested that a large number of requirements imposed on the leadership of departments and faculties will actualize the psychological resources of the personality of managers with high efficiency of professional activity and lead to depletion of resources with low efficiency of professional activity. The study involved 376 heads and deputy heads of departments and faculties of educational organizations of the Ministry of Internal Affairs of Russia with service experience in the internal affairs bodies from 2 to 38 years, in office from several months to 29 years. In order to collect empirical data, the following methods were used: author's questionnaire; questionnaire "Strategies for overcoming stressful situations" by S. E. Hobfoll; "Questionnaire of proactive coping behavior" by E. Greenglas, R. Schwarzer and S. Taubert; questionnaire of "Psychological capital" by A. Bakker; "Test of resilience" by S. Maddi; "Test of life orientations" by J. Crambo and L. Maholika. The results of the study indicate that the self-assessment of the professional effectiveness and success of the management of educational organizations of the Ministry of Internal Affairs of Russia reflects the level of its resource availability. In general, the results of the study indicate a high resource availability of the senior staff of departments and faculties of educational organizations of the Ministry of Internal Affairs of Russia. In addition, based on subjective representations of the professional effectiveness and success of the leaders of this group, it is possible to predict the choice of constructive and proactive coping strategies that act as psychological resources of the individual: the higher the head evaluates the effectiveness of his professional activity, the more often he implements constructive and proactive coping strategies. The most significant contribution of the study is that its results can be used for an operational assessment of the actual resource availability of the head when conducting group and/or individual psychological support work by a psychologist.

Changes in the management of an educational institution: factors and risks

The functioning of any industry is impossible without constant development and improvement, which, in turn, leads to the introduction of changes. Effective functioning of any organization is impossible without systematic and long-term development, in which the process of managing organizational changes plays the main role. Some changes directly depend on decisions made in an organization, others are related to decisions made from outside, and completely other decisions are only predicted. All changes that were planned or not planned necessarily have consequences for an educational institution. The purpose of the study is the theoretical justification of the management of an educational institution under conditions of changes, the identification of factors inhibiting the process of their implementation. The research methods used are as follows: analysis, generalization, systematization, questionnaire. It was revealed that the characteristics of change management in educational organizations are: peculiarity of educational change; differences between educational changes; components of the educational process; functions particularity of innovative management of education. The study of educational changes is carried out with the help of special methods, including: the method of groupings, the method of modeling a management system of educational innovations at different levels, the method of ranking, the method of analogy in the field of innovations in education and their management. These types of educational changes have been identified: pedagogical, technical-technological, economic, social, institutional, political-managerial. Factors inhibiting the process of implementing changes in educational institutions were studied, namely: the qualitative and quantitative composition of the teaching staff, the number of participants in the educational process, the desire of the head of an educational institution to implement changes, the level of financial support of an institution. The following factors for the effective implementation of changes in educational institutions have been determined: psychological and financial stimulation of a team, motivation of the head of an educational institution and teachers, visualization of changes, constant monitoring, analysis of the implementation of changes and formation of a collective vision. The reasons that hinder the effectiveness of implementing changes in educational institutions are: lack of experience in implementing changes, low level of competence of the head of change management and inconsistency of changes with the requests of education users, external factors that affect institution's activity as a whole.

Confirmative Component Analysis of Management Optimization of Educational Organizations

This research aimed to analyze the corroborative components and examine the correspondence between the corroborative structure of the management of educational organizations and the empirical data. The sample consisted of 400 educational administrators in Thailand. The instrument used in this research was a questionnaire with a confidence value of 0.95 in the whole questionnaire. For Confirmative Component Analysis and second corroborative component analysis, the results showed that Educational Organization Management Optimization Components. The components whose weights were arranged in descending order include Organizational structure, Human Resources, Organization Management and Leadership. The results showed that first confirmed components that all index values ​​were found to pass the criteria. They had an element weight of 0.01-0.15 with a statistical significance of .01 and a second-order confirmation component analysis result. All index values ​​were found to pass the criteria. The constituent weights of 0.26-1.26 were statistically significant at .01. The harmonization index between the model and the empirical data was p = 0.09, CMIN/DF = 1.59, GFI = 0.99 and RMSEA = 0.02. It made you aware of the components of organizational management optimization in education to be used to further develop educational organization management efficiency.

Designing a Digital Leadership Model for Managers in Educational Organizations (Case Study: Islamic Azad University, Tehran Province)

The field of the current research is about digital leadership related to the investigation of how digital technologies and new technologies affect the leadership process in organizations and educational organizations. The purpose of the current research is to provide a digital leadership model for managers of educational organizations (the study of Islamic Azad University of Tehran province). The research method is applied in terms of purpose, qualitative in terms of data type, and systemic (paradigmatic) in terms of the nature and type of data study. The intended research community includes experts in the field of human resources who have specialized doctorate education, who have authored articles, research and practical experience in this field. Based on theoretical sampling method of snowball type and based on theoretical saturation of data, 15 experts were selected for interview. The research tool was a semi-structured interview, in which the dimensions, components and indicators of the digital leadership model were set for managers of educational organizations (the study of Islamic Azad University of Tehran province). For the aforementioned interview form, a part of national and global models, findings, studies and theories were first examined, then, with open coding, indicators were counted and through axial coding, they were categorized in the form of dimensions, components and indicators, and for 15 people from sent by experts and with the help of selective coding through interviews and brainstorming, the dimensions and components were identified. The findings were finalized in 5 dimensions, 17 components and 121 indicators for the digital leadership model for managers of educational organizations (the study of Islamic Azad University of Tehran province). After the final confirmation and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the said model was validated again by the experts. The result of the current research in 5 dimensions: causal conditions, background conditions, intervening conditions, strategies, consequences and 17 components of digital culture, digital security, digital infrastructure, digital communication, digital structure, digital economy, digital intelligence, digital literacy, high documents Manual, leadership competencies, cognitive abilities, professional skills, human skills, realization of digital university, economic effects, social effects, environmental effects are presented.

Analysis of modern approaches to the management of educational institutions in conditions of digitization (Ukrainian case)

The purpose of the article is to analyze modern approaches in the management of educational institutions of Ukraine under the conditions of digitalization. The research used general scientific methods. The results of the study highlight the impact of total digitalization on the management of educational institutions, the main trends in the management of educational institutions in conditions of digitalization, approaches to modern management of educational organizations. The conclusions emphasize that military action wreaks havoc on the management of educational institutions, so the effectiveness of any approach will need to be tested in peacetime as well.

Школа в период самоизоляции: что мешает и что помогает подросткам учиться?

The coronavirus pandemic led to a massive transition to distance learning at schools. All participants in the educational process adapt their lifestyle, workplace, communication methods and leisure forms to the new circumstances. Nowadays the consequences of this phenomenon begin to be studied. This article is devoted to the study of the experience of learning, communication and leisure of teenagers in conditions of social isolation and school closure and approbation of the risk and protective factors model in the context of adaptation to the distance learning. Thematic analysis of semi-structured interviews with adolescents aged 13-17 from Moscow, Ryazan, Tomsk, Moscow and Sverdlovsk regions allows us to characterize five thematic categories in terms of the main factors that make it more difficult or easier for schoolchildren to adapt to the distance learning. The categories include: school and teacher relations; supplementary education and hobbies; relationships with peers; family context; individual and personal characteristics of schoolchildren. The pilot nature of this study and a small sample limit the possibilities of extrapolating the conclusions to all groups of Russian schoolchildren, but allow us to problematize the complex nature of the difficulties faced by adolescents and demonstrate a wide range of resources that allow them to cope with them. Based on the results, we developed short recommendations that can be used by the management of educational organizations, teachers, and parents to reduce stress and simplify the adaptation of students during distance learning.

Do quality and business excellence models improve quality and operational results in educational organizations? A repeated cross-sectional analysis

Improving quality and operational practices in education organizations and developing a culture of continuous improvement are crucial yet challenging endeavors because of the complex nature of education organizations. While quality management practices can clearly improve the quality of these organizations in several aspects, empirical research for quality management in educational organizations is sparse because of the lack of suitable frameworks for assessing quality. In this paper, we present the first large-scale empirical study of implementing quality management practices in educational organizations in the United States. It is based on seven years of objective data for quality assessments by external professional reviewers as part of the U.S. government’s Malcolm Baldrige National Quality Award (MBNQA) program. Our findings provide empirical evidence for the reliability and robustness of the Baldrige model as an effective quality assessment for educational organizations. Controlling for the applicant’s year, our findings show that Information and knowledge management is a key influencer and predictor of Customer satisfaction and focus, and Management of process quality is a key influencer and predictor of Quality and operations results. This study also provides effective insight and recommendations for how to improve quality systems and achieve business excellence in educational organizations using the Baldrige model. The findings will therefore help managers and administrators to make informed decisions about key factors that impact quality in educational organizations.

SCHOOL DIRECTOR SIMULATOR: OVERCOMING THE RISK OF LOW EDUCATIONAL RESULTS

The article is devoted to finding a solution to the problem of targeted assistance to schools with low educational results. The structure of a simulation simulator for overcoming (minimizing or eliminating) risk factors for low educational results is proposed for consideration. The simulator is intended for the management of educational organizations.

Психологическое сопровождение руководящего состава образовательных организаций МВД России в аспекте психологических ресурсов стрессоустойчивости

The article discusses the features of psychological support for the leadership of educational organizations of the Ministry of Internal Affairs of Russia in the aspect of psychological resources of stress resistance. Psychological support is considered as an integral and complex system of psychological assistance, carried out within the framework of the activities of psychological services and is a basic component of the process of socio-psychological support. The contradiction between the increased need for psychological support of the subject of management and the lack of a clear regulation of this activity has been revealed, which has led to the need to obtain additional information about the organization of psychological support for the management of educational organizations, in particular, in the aspect of psychological resources of stress resistance. A study is described in which 46 practical psychologists, employees of the departments (departments) of the psychological work of educational organizations of the Ministry of Internal Affairs of Russia took part. The results of the study made it possible to draw a conclusion about the relevance of the problem of psychological resources of stress resistance for the management team, the directions preferred by psychologists in the technologies for implementing the request to increase psychological resources. The conclusion is made about the need for a continuous expansion of psychologists' ideas about modern psychotechnologies.

CLASSIFICATION OF INNOVATIVE STYLES OF MANAGEMENT OF MANAGERS OF EDUCATIONAL ORGANIZATIONS IN THE CONDITIONS OF THE NEW REALITY

Improving the management of education managers is one of the important conditions for ensuring the effectiveness of educational organizations. Innovative approaches to management styles of managers of educational organizations are becoming a priority. The article presents the results of a study of innovative management styles of managers of educational organizations and presents their classification. It is noted that the management style of the manager of the educational organization is a system of personal tools and methods of its management activities in order to achieve the goals of the educational organization. The main features of management styles of managers of educational organizations are highlighted: purposefulness, flexibility, subjectivity, dynamism, relevance. There are five main groups of situational factors that influence managers' use of different management styles. The expediency of using the organizational and psychological approach to study innovative management styles of managers of educational organizations is substantiated. The author's definition of the concept of "innovative management styles of managers of educational organizations" is offered. The classification of innovative management styles by managers of educational organizations, selected according to the following criteria: "Innovative changes in the organization", "Teamwork in the organization", "Partnership in the organization". Features of each of the presented group of styles are revealed.