Process approach in the management of an educational organization. Organization and management of an educational institution
Educational institution management system. Management functions of an educational institution, general and specific principles. Organizational structure of management of an educational institution. Personal qualities and management style of the leader.
- INTRODUCTION
- Chapter 1. The management system of an educational institution
- 1.1 The concept of managing an educational institution
- 1.2 Management functions of an educational institution
- 1.3 General and specific principles of management of an educational institution
- 1.4 Organizational structure of educational institution management
- Chapter 2. Organization and management of an educational institution in modern conditions
- 2.1 Personal qualities and management style of a modern leader
- 2.2 Personnel policy of an educational institution at the present stage
- Conclusion
- Literature
- Applications
1. Babetov A., Kaluzhskaya M. Communicative environment of the school: organization experience: Collection of methodological materials for the educational program for advanced training "School management based on communication technologies". - Ekaterinburg: CORIFEY, 2003.
In the modern world, along with the growing influence of human capital, the importance of education as the most important factor in the formation of a new quality of society is increasing.
The management of an educational institution in modern conditions is a complex process, the components of which are the correct choice of goals and objectives, the study and in-depth analysis of the achieved level of educational work, a rational planning system, the organization of the activities of student and teaching teams, the choice of optimal ways to improve the level of education and upbringing , effective control.
School management is scientifically based actions of the administration and teachers aimed at the rational use of time and effort of teachers and students in the educational process with the aim of in-depth study of academic subjects, moral education, comprehensive development of the individual and preparation for a conscious choice of profession.
The solution of these issues depends on the ability of the head of the school and teachers to creatively use the latest achievements of science and best practices, on relationships in the team, on the activity of teachers and students in educational and educational work.
Rozanova V.A. describes the efficiency and competitiveness of modern organizations and the role of the psychological factor in their management in her works.
Lazarev V.S., Potashnik M.M., Frish G.L., Pidkasisty P.I., Slastenin V.A., Rogov E.I., Konarzhevsky Yu.A. devote their works to the problems arising in the management of educational institutions. , Shamova T.I.
The personality of a leader in management structures is considered by Ukrainian psychologists Bandurka A.M., Bocharova S.P., Zemlyanskaya E.V. Shipunov V.G., Kishkel E.N. pay great attention to the role of the leader in the management system.
The solution of theoretical and practical problems of managing an educational institution is becoming increasingly important due to humanization and democratization, the growing role and importance of protecting human rights and freedoms, the development of market relations, the formation of new social structures and forms of management. Therefore, in order to effectively influence the activities of subordinates, a modern leader needs a deep understanding of the basics of organization and management. Although these mechanisms in the modern management of an educational institution are still little studied, the results of scientific research already available can significantly expand the manager's ability to create conditions conducive to the formation of the interest of team members in the productive work of the organization.
An analysis of the literature relating to issues of organization and management, a study of the experience of managerial activity shows that at present not enough attention is paid to the management of an educational institution, its qualities and performance, the requirements that modern rapidly changing society imposes on its leader.
Thus, the chosen topic "Organization and management of an educational institution" is relevant, as it considers the foundations and modern mechanisms for the effective management of the teaching staff and is of great practical importance, which lies in the possibility of improving the conditions of the pedagogical work of teachers, increasing the efficiency of the management process of an educational institution by improving the professionalism of managers schools and their substitutes.
Thus, the purpose of the course work is to study the modern foundations of the organization and management of an educational institution.
object learning is the management system of an educational institution.
Subject- the process of organizing and managing an educational institution and its impact on the effectiveness of managing the teaching staff.
In accordance with the purpose, object and subject, the following tasks:
1. To study the scientific, methodological literature, media materials in this area;
2. Define the concepts of "Management of an educational institution", "management system of an educational institution";
3. Identify the functions and principles of management of an educational institution;
4. Consider the management structure of an educational institution;
5. To characterize the management styles of an educational institution and determine the most effective style at the present stage of development of the educational space;
The study used the following methods: analysis of literature, study and generalization of the experience of management activities by an educational institution.
Chapter 1. The management system of an educational institution
1.1 The concept of managing an educational institution
The management process always takes place where the common activity of people is carried out to achieve certain results.
Management refers to the systematic impact of the subject of management activity (one person, a group of persons or a specially created body) on a social object, which can be society as a whole, its separate sphere (for example, economic or social), a separate enterprise, firm, etc. in order to ensure their integrity, normal functioning, dynamic balance with the environment and achievement of the intended goal.
Since an educational institution is a social organization and it is a system of joint activities of people (teachers, students, parents), it is advisable to talk about managing it.
Social management is carried out by influencing the living conditions of people, the motivation of their interests, their value orientations.
Many scientists define the concept of "management" through the concept of "activity", "impact", "interaction".
As Pidkasisty P.I. notes, control- process impact on the system in order to transfer it to a new state based on the use of the objective laws inherent in this system.
Management as “influence” or “impact” is also defined by Shipunov V.P., Kishkel E.N. ., Bandurka A.M. .
"Under management in general, - writes V.A. Slastenin, - understood activity aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up on the basis of reliable information. "And intra-school management, in his opinion, is a" purposeful, conscious interaction participants in a holistic pedagogical process based on the knowledge of its objective patterns in order to achieve the optimal result" .
Rozanov V.A. notes that management is a system of coordinated activities (measures) aimed at achieving significant goals.
Since today the philosophy of "influence" in school management is being replaced by the philosophy of "interaction", "cooperation", the concept of "management of an educational institution" should be defined through the concept of interaction. So, under the management of an educational institution, we understand the systematic, planned, conscious and purposeful interaction subjects of management at various levels in order to ensure the effective operation of an educational institution.
Currently, the concept of management from the field of business is increasingly spreading to various areas of human activity, including education. However, the concept of management is narrower than the concept of management, since management mainly concerns various aspects of the leader's activities, while the concept of management covers the entire area of human relationships in systems "managers-executors". Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.
The theory of management attracts, first of all, with its personal orientation, when the activity of a manager (manager) is built on the basis of true respect, trust in his employees, creating situations of success for them. It is this side of management that significantly complements the theory of intra-school management.
Speaking about the management of an educational institution, one should keep in mind control system, that is, apply a systematic approach to the theoretical understanding of managerial activity.
The management system is understood as a set of coordinated, interrelated activities aimed at achieving a significant goal of the organization. Such activities include managerial functions, implementation of principles and application of good management practices.
1.2 Management functions of an educational institution
Key Management Functions- These are relatively separate areas of management activity.
The functional links of management are considered as special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle. The end of one cycle is the beginning of a new one. Thus, movement to higher qualitative states of the controlled system is ensured.
There are several functions of management of educational institutions. Lazarev V.S. distinguishes among them planning, organization, leadership And control. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation .
A.M. Moiseev, Candidate of Pedagogical Sciences, Professor of the Academy of Advanced Training and Retraining of Educational Workers, identifies three large groups of functions of managing an educational institution:
1. Management functions of maintaining the stable functioning of an educational institution;
Annex 1
Linear-functional management structure of a modern educational institution
III level
(technical) Teachers Performers
IV level Pupils
(executive)
Tutoring
Need help learning a topic?
Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
- Introduction
- Conclusion
- Literature
- Applications
Introduction
In the modern world, along with the growing influence of human capital, the importance of education as the most important factor in the formation of a new quality of society is increasing.
The management of an educational institution in modern conditions is a complex process, the components of which are the correct choice of goals and objectives, the study and in-depth analysis of the achieved level of educational work, a rational planning system, the organization of the activities of student and teaching teams, the choice of optimal ways to improve the level of education and upbringing , effective control.
School management is scientifically based actions of the administration and teachers aimed at the rational use of time and effort of teachers and students in the educational process with the aim of in-depth study of academic subjects, moral education, comprehensive development of the individual and preparation for a conscious choice of profession.
The solution of these issues depends on the ability of the head of the school and teachers to creatively use the latest achievements of science and best practices, on relationships in the team, on the activity of teachers and students in educational and educational work.
Rozanova V.A. describes the efficiency and competitiveness of modern organizations and the role of the psychological factor in their management in her works.
Lazarev V.S., Potashnik M.M., Frish G.L., Pidkasisty P.I., Slastenin V.A., Rogov E.I., Konarzhevsky Yu.A. devote their works to the problems arising in the management of educational institutions. , Shamova T.I.
The personality of a leader in management structures is considered by Ukrainian psychologists Bandurka A.M., Bocharova S.P., Zemlyanskaya E.V. Shipunov V.G., Kishkel E.N. pay great attention to the role of the leader in the management system.
The solution of theoretical and practical problems of managing an educational institution is becoming increasingly important due to humanization and democratization, the growing role and importance of protecting human rights and freedoms, the development of market relations, the formation of new social structures and forms of management. Therefore, in order to effectively influence the activities of subordinates, a modern leader needs a deep understanding of the basics of organization and management. Although these mechanisms in the modern management of an educational institution are still little studied, the results of scientific research already available can significantly expand the manager's ability to create conditions conducive to the formation of the interest of team members in the productive work of the organization.
An analysis of the literature relating to issues of organization and management, a study of the experience of managerial activity shows that at present not enough attention is paid to the management of an educational institution, its qualities and performance, the requirements that modern rapidly changing society imposes on its leader.
Thus, the chosen topic "Organization and management of an educational institution" is relevant, as it considers the foundations and modern mechanisms for the effective management of the teaching staff and is of great practical importance, which lies in the possibility of improving the conditions of the pedagogical work of teachers, increasing the efficiency of the management process of an educational institution by improving the professionalism of managers schools and their substitutes.
Thus, the purpose of the course work is to study the modern foundations of the organization and management of an educational institution.
object learning is the management system of an educational institution.
Subject- the process of organizing and managing an educational institution and its impact on the effectiveness of managing the teaching staff.
In accordance with the purpose, object and subject, the following tasks:
1. To study the scientific, methodological literature, media materials in this area;
2. Define the concepts of "Management of an educational institution", "management system of an educational institution";
3. Identify the functions and principles of management of an educational institution;
4. Consider the management structure of an educational institution;
5. To characterize the management styles of an educational institution and determine the most effective style at the present stage of development of the educational space;
The study used the following methods: analysis of literature, study and generalization of the experience of management activities by an educational institution.
Chapter 1. The management system of an educational institution
1.1 The concept of managing an educational institution
The management process always takes place where the common activity of people is carried out to achieve certain results.
Management refers to the systematic impact of the subject of management activity (one person, a group of persons or a specially created body) on a social object, which can be society as a whole, its separate sphere (for example, economic or social), a separate enterprise, firm, etc. in order to ensure their integrity, normal functioning, dynamic balance with the environment and achievement of the intended goal.
Since an educational institution is a social organization and it is a system of joint activities of people (teachers, students, parents), it is advisable to talk about managing it.
Social management is carried out by influencing the living conditions of people, the motivation of their interests, their value orientations.
Many scientists define the concept of "management" through the concept of "activity", "impact", "interaction".
As Pidkasisty P.I. notes, control- process impact on the system in order to transfer it to a new state based on the use of the objective laws inherent in this system.
Management as “influence” or “impact” is also defined by Shipunov V.P., Kishkel E.N. ., Bandurka A.M. .
"Under management in general, - writes V.A. Slastenin, - understood activity aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up on the basis of reliable information. "And intra-school management, in his opinion, is a" purposeful, conscious interaction participants in a holistic pedagogical process based on the knowledge of its objective patterns in order to achieve the optimal result" .
Rozanov V.A. notes that management is a system of coordinated activities (measures) aimed at achieving significant goals.
Since today the philosophy of "influence" in school management is being replaced by the philosophy of "interaction", "cooperation", the concept of "management of an educational institution" should be defined through the concept of interaction. So, under the management of an educational institution, we understand the systematic, planned, conscious and purposeful interaction subjects of management at various levels in order to ensure the effective operation of an educational institution.
Currently, the concept of management from the field of business is increasingly spreading to various areas of human activity, including education. However, the concept of management is narrower than the concept of management, since management mainly concerns various aspects of the leader's activities, while the concept of management covers the entire area of human relationships in systems "managers-executors". Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.
The theory of management attracts, first of all, with its personal orientation, when the activity of a manager (manager) is built on the basis of true respect, trust in his employees, creating situations of success for them. It is this side of management that significantly complements the theory of intra-school management.
Speaking about the management of an educational institution, one should keep in mind control system, that is, apply a systematic approach to the theoretical understanding of managerial activity.
The management system is understood as a set of coordinated, interrelated activities aimed at achieving a significant goal of the organization. Such activities include managerial functions, implementation of principles and application of good management practices.
1.2 Management functions of an educational institution
Key Management Functions- These are relatively separate areas of management activity.
The functional links of management are considered as special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle. The end of one cycle is the beginning of a new one. Thus, movement to higher qualitative states of the controlled system is ensured.
There are several functions of management of educational institutions. Lazarev V.S. distinguishes among them planning, organization, leadership And control. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation .
A.M. Moiseev, Candidate of Pedagogical Sciences, Professor of the Academy of Advanced Training and Retraining of Educational Workers, identifies three large groups of functions of managing an educational institution [11].:
1. Management functions of maintaining the stable functioning of an educational institution;
2. Functions of managing school development and innovation processes;
3. The functions of managing the functioning and self-development of intra-school management include actions in relation to the management system of an educational institution itself.
Summarizing the views of these scientists, we will reveal the following functions of managing an educational institution: analysis, goal setting and planning, organization, management, control and regulation.
Analysis- a relatively isolated stage (stage) of cognitive management activity, the essence of which is the creative study, systematization, generalization and evaluation of various information about socio-economic conditions, the implementation of legal educational policy, the satisfaction of social needs, the experience of established management practices at all levels. .
Based on the analysis of individual, group and public educational needs of the population, the most important social needs are identified: socio-economic, environmental, valeological, cultural, scientific, territorial, pedagogical, domestic, etc., determining the goals and content of education, the market of customers and consumers is determined. The latter include state authorities and administrations, enterprises and institutions, public organizations, active groups of the population, families, individuals.
The function of pedagogical analysis in its modern sense was introduced and developed in the theory of intraschool management by Yu.A. Konarzhevsky. Pedagogical analysis in the structure of the management cycle occupies a special place: it begins and ends with any management cycle, consisting of successively interconnected functions. The exclusion of pedagogical analysis from the general chain of managerial activity leads to its disintegration, when the functions of planning, organization, control, regulation do not receive rationale and completion in their development.
The effectiveness of managerial activity is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can investigate the established facts, and identify the most characteristic dependencies. An untimely or unprofessional analysis in the activities of a school principal leads, at the stage of developing a goal and forming tasks, to vagueness, vagueness, and sometimes to the groundlessness of the decisions made. Ignorance of the true state of affairs in a teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and correcting the pedagogical process. The main purpose of pedagogical analysis as a management function, according to Yu.A. Konarzhevsky, consists in studying the state and trends in the development of the pedagogical process, in an objective assessment of its results, followed by the development of recommendations on this basis for streamlining the controlled system. This function is one of the most time-consuming in the structure of the management cycle, since the analysis involves the allocation of parts in the object under study into a single whole, the establishment of links between system-forming factors. In the theory and practice of intraschool management, Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, final.
Parametric analysis is aimed at studying daily information about the course and results of the educational process, identifying the causes that violate it.
Thematic Analysis is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process.
This type of pedagogical analysis allows the school principal to focus on studying and identifying the features of the manifestation of certain aspects of the pedagogical process, to determine their interaction with other parties, components and the system as a whole.
Final Analysis covers a larger time, space or content framework. It is held at the end of the academic quarter, half year, academic year and is aimed at studying the main results, prerequisites and conditions for their achievement. The final analysis prepares the course of all subsequent functions of the management cycle.
The content basis of the final analysis of the work of the school for the academic year is the following areas: the quality of teaching; implementation of educational programs and state standards; the quality of knowledge, skills and abilities of students; the level of upbringing of schoolchildren; the state and quality of methodological work at school; effectiveness of work with parents and the public; the state of health of schoolchildren and sanitary and hygienic culture; the performance of the school council, the pedagogical council, etc.
Conducting a final analysis, its objectivity, depth, and prospects prepare work on the plan for the new academic year.
Goal-setting and planning as a function of school management. The management process of any pedagogical system involves goal setting (goal setting) and planning (decision making). The improvement of goal-setting and planning of managerial work is dictated by the need for constant development and movement of the pedagogical system.
Slastenin V.A. notes that "the goal of management activity is the beginning that determines the general direction, content, forms and methods of work. When determining the "tree" of management goals, it is necessary to present a general, or as they say "general" goal in the form of a number of specific private goals, then is to decompose the general goal. Thus, the achievement of the general, general goal is carried out through the fulfillment of its constituent private goals. .
This understanding of goal-setting allows us to move on to integrated planning. "Planning future activities, - as V.S. Lazarev writes, - means determining the goals, composition and structure of actions necessary to achieve them."
In the practice of educational institutions, three main types of plans are developed: prospective, annual and current. The following requirements are imposed on them: purposefulness, perspectiveness, complexity, objectivity.
A long-term plan is developed, as a rule, for five years, based on a deep analysis of the work of the school in recent years.
The annual plan covers the entire academic year, including summer holidays.
The current plan is drawn up for the academic quarter, it is a specification of the school-wide annual plan. Thus, the presence of the main types of plans allows you to coordinate the activities of pedagogical, student and parent teams. These plans are strategic in relation to the work plans of teachers and class teachers.
The implementation of the planning function in a single management cycle increases the efficiency of the school. The main shortcoming of school planning to this day remains the absence in the plans of many educational institutions of realistically achievable in the planning period and scientifically based goals and specific tasks, the lack of orientation of management activities towards final results.
The function of the organization in the management of an educational institution.
Organization- this is the stage of management aimed at ensuring the choice of the best ways to carry out planned and creative tasks, determining a set of actions leading to the formation of relationships between parts of the whole: instruction, coordination, unification of people jointly implementing a program or goal. The main thing for organizational activity is the question of how really, with the help of what actions the goals of the organization are realized. That is why organizational activity is considered as a performing activity, as an implementation stage of management. .
By its nature, the organizational activity of a person is a practical activity based on the operational use of psychological and pedagogical knowledge in specific situations. Constant interaction with colleagues, students gives organizational activity a certain personality-oriented orientation.
The content of organizational activity can be revealed more fully through its characteristics in relation to all other management functions, each of which assumes a certain order and organization.
At the stage of implementing the goals of the system, the most important and starting point of the organization is a clear definition and distribution of the functional responsibilities of all persons and departments that form the system. In turn, the distribution of functional duties involves taking into account the level of preparedness of each member of the organization, assessing individual psychological characteristics in terms of their compliance with the intended functional duties. Questions of training, selection, selection, placement of personnel are the core of the organizational stage of management in any social system.
In the structure of the manager's organizational activity, an important place is occupied by the motivation of the upcoming activity, instruction, the formation of conviction in the need to fulfill this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, choosing the most appropriate forms of stimulating activity. The organizational activity of the leader includes such a necessary action as an assessment of the progress and results of a particular case.
The set of actions performed by the subject of management to ensure all these conditions is called management.
When implementing the management function, the following main tasks are solved:
1) selection, placement and evaluation of personnel, setting tasks for performers;
2) analysis and regulation of the socio-psychological climate in the team;
3) stimulation of the productive activity of subordinates and their self-development;
4) creation of conditions for the professional growth of subordinates.
Control - one of the stages of management, consisting in identifying deviations in the value of the actual parameters of the controlled system from the standards that serve as evaluation criteria (goals, legislative norms), in measuring, evaluating the results of the program. Due to various limitations that always exist in the external environment or in the system itself, the goals set are rarely achieved.
The peculiarity of control in an educational institution lies in its evaluative function - focusing on the personality of the teacher. If the teacher is young, then it affects his professional development; if this is a teacher with experience - on strengthening or weakening his professional position and authority in the school.
The existing practice of intra-school control is not without some shortcomings. Firstly, this is the absence of a control system, when there is no distribution of objects of control among the director and his deputies, when control is organized in the name of a report and a set of the number of lessons or classes attended. Secondly, this is a formalism in the organization of control, when there is no clearly defined goal of the control being carried out, there are no objective evaluation criteria or they are not used. Third, the one-sidedness of intra-school control, understood as the control of any one side, one direction of the pedagogical process. For example, only the educational process is controlled, or only the lessons of the Russian language and mathematics, etc. Fourth, participation in the control of only officials, without the involvement of experienced teachers, methodologists, or, conversely, a small participation of representatives of the administration.
In the process of intra-school control, methods such as the study of school documentation, observation, conversations, oral and written control, questionnaires, the study of advanced pedagogical experience, timing, diagnostic methods, i.e. methods that allow obtaining the necessary objective information. The methods complement each other, if we want to know the real state of affairs, we must, if possible, use various methods of control.
The stage is closely related to the control function of management. regulation or corrections, i.e. the process of preventing and eliminating possible or actual deviations from the set goals. The reasons for deviations in the final results may be incorrectly drawn up plans and errors in them, lack of complete and timely information, weak forecasts, errors in decisions made, poor execution, shortcomings in monitoring and evaluating results. At this stage, all control functions are presented in a collapsed form. Regulation and correction can be considered as operational management of current states (deviations). In cases where the measures taken do not produce results, there is a need to reconsider the goals. And this means the beginning of a new management cycle with the deployment of all the main stages of management technology.
1.3 General and specific principles of management of an educational institution
The activity of the manager, aimed at the implementation of managerial functions, is based on the principles of management.
Control principle- these are the fundamental, fundamental rules that must be observed in the implementation of management, to ensure the achievement of specified goals.
The management of an educational institution is one of the types of social management. It is quite natural that, in addition to the principles inherent only in school management, it widely applies the principles common to public administration and the process of any labor (the principles of NOT), the principles of social management.
Principles of NOT. Any work (productive, pedagogical, managerial, etc.), regardless of its scope, form and content, is subject to certain laws and is based on a number of general provisions. Such basic principles of labor activity are: scientific character, plannedness, optimality, material and moral stimulation, prospects, consistency, complexity, etc. .
An example principles of social management principles can serve , developed by A. Fayol. Leading among them are:
the principle of the optimal ratio of centralization and decentralization in management;
the principle of unity of unity of command and collegiality in management;
the principle of a rational combination of rights, duties and responsibilities in management.
Specific principles of educational system management.
The principle of combining the interests of children's and adult teams proceeds from these features of the school as a socio-pedagogical system and assumes, on the one hand, taking into account the peculiarities of the formation and development of the children's team, whose members do not yet have sufficient social experience, provides for the development of children's independence, initiative, requires protecting children's sense of self-consciousness. On the other hand, the observance of this principle implies taking into account the specifics of the adult team. This provides for the possibility of relying on life experience, social activities, political maturity, the responsibility of teachers, a sense of teacher pride, and involves maintaining the authority of the teacher in the eyes of children and their parents.
Pedagogical direction of managerial activity at school. School management means the implementation of a variety of activities: administrative, economic, organizational, legal, pedagogical. This activity is aimed at solving problems of various nature, for example, strengthening the material and technical base of the school, building and repairing educational buildings, supplying equipment, landscaping, school buildings, purchasing furniture, visual aids, ensuring sanitary and hygienic conditions, placing pedagogical personnel, staffing classes, regulating the school's work schedule, monitoring the activities of teachers and students, organizing mass events with students, ensuring cohesion, a creative attitude to business, etc. However, the effectiveness of this activity is achieved when it is completely subordinated to pedagogical tasks.
The principle of normativity. School management should be carried out on the basis of a certain generally accepted regulatory framework, in accordance with the existing recommendations governing various aspects of educational work, regulations, charter, instructions, guidelines, circular letters of the Ministry of Education.
The principle of objectivity involves strict adherence to the requirements of the objective laws of the educational process, taking into account the real capabilities of the teaching staff, the real contribution of each of its members, is the main condition for the activities of the school.
Unity of pedagogical positions consists of the formation of a unified view of the tasks of the lesson, the importance of extracurricular work, the assessment of the final results of work, leads to the provision of uniform requirements for students, a single style of relations between students and teachers, etc.
The principle of combining state and public principles. We must not allow the alienation of the school from society and society from the school, the isolation of the school from the processes taking place in public life, as well as the narrowness and corporatism of the professional interests of teachers. The school has always faced the task of combining the efforts of the state and society to solve the problems of development, the organic merging of public and state principles in its management. .
Any system of principles can be used in management. After all, as A. Fayol writes, "the trouble is not a lack of principles. One must be able to operate with principles. This is a difficult art that requires thoughtfulness, experience of determination and a sense of proportion."
There is a close relationship between the principles and methods of managing the teaching staff. Methods, according to the definition of Pidkasisty P.I., are ways, ways of implementing the principles of management, achieving the intended goals. . The most well-known methods of team management are management decision-making methods ( brainstorming method, discussion, business game, routine method, etc.) and methods of their implementation(methods of collective and individual motivation, administrative methods, etc.)
Thus, the process of managing the teaching staff requires a high level of professionalism from leaders. An effective leader is one who, at the stage of implementing a particular managerial function, demonstrates only positive personal qualities, using effective principles and methods of interaction with the team for this.
The effectiveness of the management process, the mood of people in the organization, relations between employees depend on many factors: the immediate working conditions, the professionalism of personnel, the level of managerial staff, etc. And one of the first roles in a number of these factors is played by the personality of the leader.
1.4 Organizational structure of educational institution management
Today it is impossible for one leader to solve all managerial tasks, therefore, it becomes necessary to build the organizational structure of an educational institution.
An organizational structure is a way of dividing a common goal into subgoals and distributing the latter between subsystems or elements. Defining the organizational structure, the subject of management regulates the powers and responsibilities of the participants in joint activities, as well as the rules for their interaction vertically and horizontally.
From the point of view of management, an educational institution, like any social system, can be structured into a subject and an object of management. The subject of management includes all those individuals and social groups that organize the management process. Those individuals and groups to whom control actions are addressed act as objects of control. Since in social systems management is associated with people, it takes the form of leadership. It is customary to call the subjects of management managers and governing bodies, and the objects of management - executors (subordinates), or executive bodies.
The pedagogical system is "a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of the younger generation and adults" (N.V. Kuzmina).
The internal organizational structure of the system is determined not only by its intended purpose, but also by the ways of sectioning the system, i.e. criteria that are accepted as the leading structure-forming factors. For example, when targeting an organization, its multi-level structure will correspond to a hierarchy or "tree of goals".
With a multi-level hierarchical structure of management, the same persons or bodies can simultaneously act as an object of management in relation to a higher person or body and as a subject of management in relation to subordinate persons.
The structure of such a system as a school is diverse, polystructural; a huge number of structures of various kinds operate in it, which can be grouped into four main groups.
1) C the structure of the material and educational base of the school, those. a way of linking such elements as school buildings, furniture, technical equipment, educational and visual aids, technical teaching aids, etc.
2) The structure of the general school team, including:
the structure of the teaching staff, which includes methodological commissions on subjects, subject departments, educators, various informal groups, etc.;
the structure of the student team, consisting of groups of primary, secondary and senior classes, various student associations in accordance with the interests of students;
the structure of the support staff of the school;
the structure of the administrative apparatus (organizational structure of management).
3) Process Structures- the most mobile, dynamic, manifested in the activities of people. There are a huge number of procedural structures in the school, ranging from the structure of each lesson to the innovative process. System-forming, uniting, subordinating all the rest is the educational process.
4) The last block in the general school structure - the most complex and least studied - its spiritual structure. This is its philosophy, mission, policy and strategy, organizational culture.
Organizational culture- this is a system of ideas, values and patterns of behavior shared by all its members, setting guidelines for their behavior and actions, as well as a sign-symbolic system (mythology, rites and rituals, organizational heroes, organizational taboos, communication language and slogans).
When considering the management system of a school, the composition of its subjects, a set of managerial functions, and the organizational structure of management (their hierarchical structure, managerial connections and relationships, subordination and subordination by levels, links and blocks) are usually singled out.
The organizational structure of the control system is usually depicted in the form of a diagram, a model called an organigram, where, in addition to the subjects, the connections between them are shown: who reports to whom (subordination relations), who interacts with whom on an equal footing (coordination relations).
There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. Let's consider the main ones.
Linear- represents a sequence (hierarchy) of individual and collective subjects, arranged in order of subordination from top to bottom, i.e. in relationships of subordination;
functional, where the subjects line up in accordance with their functional duties, where coordination links are indicated;
Linear-functional organizational structure, where the connections and relations of subjects are characterized simultaneously by subordination and coordination, i.e. developed both vertically and horizontally;
for schools that have switched to the development mode, along with the linear functional, there is also matrix a structure in which various mixed management subjects (creative groups, organizing committees, research teams, etc.) are represented, which are temporarily created to solve one or another innovative task or problem.
The most common organizational structure of an educational institution in practice is a linear-functional structure (Appendix 1).
Speaking about the organizational structures of the management of an educational institution, it is impossible not to say about the levels of the management system. The structure of the management system of most educational institutions is represented by 4 levels of management (vertical structure):
First level- school director, heads of the school council, student committee, public associations. This level defines strategic direction of school development.
Second level- deputy directors of the school, school psychologist, organizer of the children's movement, assistant director of the school for the administrative and economic part, as well as bodies and associations participating in self-government. These entities carry out tactical control educational institution.
Third level- teachers, educators, class teachers, performing operational managerial functions in relation to students and parents, children's associations, circles in the system of extracurricular activities.
Fourth level - co-management- students, bodies of class and school-wide student self-government. The allocation of this level emphasizes the subject - the subjective nature of the relationship between teachers and students.
Each lower level of the subject of management is at the same time the object of management in relation to the higher level (Appendix 2). On each of them, its own structure of bodies, associations, councils, etc. unfolds horizontally.
The fifth and sixth levels in the management structure may appear if several educational institutions are merged (general director level), as well as when some body (for example, a board of founders, a board of trustees, a school conference, etc.). Subjects of this level are empowered to appoint and remove directors, distribute finances, change the purpose and structure of the school.
Chapter 2. Organization and management of an educational institution in modern conditions
2.1 Personal qualities and management style of a modern leader
The problem of leadership occupies a special place in the theory of management and organization. Traditionally, leadership is understood as the relationship that arises in the organization in the process and about management. The basic principle of management is unity of command. Its essence is that power, the right to decide, responsibility and ability to control the processes and relationships in the organization are provided to only one official. Accordingly, the leader is a person personifying responsibility, power and the right to control. One-man relations largely form the hierarchical pyramid of the organization.
In the most general way, one can define requirements, which corresponds to the head of any managerial rank in various social organizations.
These requirements are determined through professionally significant qualities, by which we mean the individual qualities of the subject of activity, affecting the effectiveness of the activity and the success of its development. The answer to the question about the qualities that a leader should have has undergone a significant evolution in the course of the development of management theory (F. Taylor, A. Fayol, L.I. Umansky, etc.).
Based on a general analysis of research by psychologists in the field of management, all the qualities that a modern leader should have can be divided into five groups:
1) human qualities: diligence; integrity, honesty; commitment, fidelity to the word; self-criticism; humanity; tact; justice; purposefulness; altruism; high culture, impeccable morality; energy; performance; consistency; love for your work; optimism; demanding of oneself and others; sense of humor; external attractiveness (tidiness, style of clothing, etc.);
2 ) psychophysiological qualities: good health, resistance to stress, general level of development, intellectual properties, individual psychological properties (temperament, personality orientation);
3 ) business and organizational skills: initiative; independence in solving problems; self-organization (the ability to save one's own and other people's time, punctuality and accuracy); discipline; performance; the ability to clearly define the goal and set the task; the ability to change the style of behavior depending on the conditions; the ability to arrange personnel and organize their interaction, the ability to mobilize the team and lead it along; the ability to control the activities of subordinates; ability and desire to make decisions quickly; the ability and desire to objectively analyze and evaluate the results, the ability to stimulate subordinates; creative approach to the assigned task; the ability to maintain initiative, the desire to use everything new, progressive; the ability to maintain one's authority.
4 ) communicative qualities: the ability of a leader to establish business relations with superior and related managers, with subordinates, the ability to maintain a normal psychological climate in a team, the ability to communicate (culture of speech, the ability to listen, etc.), the ability to speak in public ;
5 ) professional knowledge: knowledge of the science of management (fundamentals of management, personnel management, etc.); application in practice of modern organizational and managerial principles and methods; ability to work with documentation. .
If a leader possesses all of the above qualities, he can be considered ideal.
Rozanova V.A. notes the following qualities of a leader (manager) that impede the effective operation of the organization:
insufficient formation of an individual managerial concept;
mismatch of organizational and personal values and goals of the manager;
insufficient degree of availability of managerial abilities of the manager;
lack of knowledge, skills and abilities of a manager in the field of managerial activity;
manager's lack of creativity;
inability to manage oneself;
inability to manage a group;
unfriendly attitude towards staff;
lack of desire for personal growth;
inability to motivate staff;
difficulties in communicating with subordinates;
applying an ineffective leadership style;
focus on yourself and your personal goals;
lack of focus on solving professional problems;
lack of creativity in work;
conservative behavior of the manager;
the presence of conflicting behavioral tendencies;
the presence of neurotic tendencies of behavior;
A competent leader will never allow such a number of shortcomings in himself and his activities, he will constantly work on self-development, self-education, improvement and self-education.
All the personal qualities of a leader are manifested in his management style. Management style- this is a certain system of methods, methods and forms of managerial activity preferred by the head. In relation to education, the following leadership styles are used:
Directive collegial style.
The leader seeks to make individual decisions. Distributes powers with the participation of direct deputies. Shows activity in work, which is not observed in subordinates. The predominant method of leadership- orders and instructions, requests of performers are rarely carried out.
Shows an active interest in discipline, regularly and strictly supervising subordinates. The main emphasis in the work is not on achievements, but on the mistakes and miscalculations of subordinates.. Demanding on others is very high. Tips and objections the manager allows only his assistants to do. Negative attitude towards criticism. He has endurance. Communication with subordinates occurs only on production issues.. Business orientedthose. per task. Positive about innovation, but not about human relationships. In the absence of the leader, the team copes with the work, but under the control of the deputy [ 6 ].
Directive-passive style. The distribution of powers is constantly changing, being mismatched. The activity of performers is allowed, but not considered significant. Often resorts to requests and persuasion, but when this does not help, he uses orders. Strictly refers to the observance of discipline, but does not make much effort in this matter. Control over the work of performers is carried out rarely, but very strictly with the main emphasis on the results of the work. Entirely relies on the competence of employees. Allows subordinates to give advice. Little interest in work. Careful and tactful with staff. Subordinates are often more competent than the leader. He demands unconditional obedience from his deputies. Avoids innovation, especially in dealing with people. Pays attention to managerial functions when significant problems arise. He practically does not deal with issues of the socio-psychological climate in the team. For him, these problems are solved by other people. In the absence of a leader, the team reduces labor productivity.
In connection with the prevailing scientific interpretations, the directive position in management retains a leading position, because it is most convenient for managers as a familiar standard of relations with subordinates. This standard is unconditionally accepted and implicitly approved not only by the subjects, but also by the objects of management. He embodies the traditional directive style, in which the personal characteristics of the boss for the managed matter only as "fair decisions" on benefits and punishments. A leader can be both a frank dictator and an understanding interlocutor, a caring mentor and an impartial judge - all this is accepted as a necessary "fatherly" (maternal) severity, and the self-organization of subordinates loses its meaning for them.
The style is passive-collegiate. The leader seeks to avoid responsibility, takes a passive position in the implementation of managerial functions. Allows initiative from subordinates, but does not strive for it himself. Allows performers to work independently. The main method of leadership - requests, advice, persuasion, orders tries not to give. Poor supervision of subordinates. He surrounds himself with highly qualified specialists, positively relates to innovations in the field of communication with people. Opposes innovations in the sphere of production. Demands for justice, but rarely. Often goes on about the subordinates. In the absence of a leader, the team continues to work effectively.
Mixed leadership style. The distribution of powers in the performance of managerial functions is carried out between themselves and the performers. The initiative comes from both the leader himself and his subordinates. But he tries to take a little on himself, if he does not take the initiative himself. He has a positive attitude towards the independence of performers. The main methods are orders, orders or requests, but sometimes resorts to persuasion or even reprimands. Does not focus on discipline. Carries out selective control, strictly monitors the final result of labor. With subordinates in communication keeps a distance, without showing superiority. Gives the right attention to production tasks, as well as human relations. There is a normal socio-psychological climate within the team.
Today, regulatory documents require the reorientation of education leaders to a different style of relations. The most significant educational institution for the head is determined by the reflexive style of management, which involves the introduction of such values into the life of the manager as co-management of the learning process, joint goal setting, design, transformation of knowledge content, stimulation of research activities of teachers, etc.
At the same time, when implementing a directive style or declaring the implementation of a reflexive one, heads of educational institutions find themselves in a difficult situation. The first style is branded as authoritarian and unacceptable, but the most accessible, because it is understandable, unconditionally accepted and implicitly approved not only by the subjects, but also by the objects of management. The reflexive style is required to be introduced from above, officially defining it as the only possible one in the conditions of democratization. However, clearly demonstrated examples of public administration (strengthening the vertical of power, the growth of the influence of law enforcement agencies, control over the media, etc.) indicate the dubious effectiveness of purely reflexive methods of governance in Russia [8].
Each specific leader cannot have only one style. An experienced leader is able to use one or another style depending on the circumstances: the content of the tasks to be solved, the specific composition of the led group, etc.
Leadership style has a great influence on the activities of subordinates, and the effectiveness of the organization.
So, the effectiveness of any organization, including a comprehensive school, depends on the style of team management. The management style manifests itself personal qualities of a leader. By developing and improving the personal qualities of leaders, changing the leadership style, it is possible to increase the efficiency of the educational institution.
2.2 Personnel policy of an educational institution at the present stage
Today, when the status of a teacher has a very low social level, the management of an educational institution is faced with the acute problem of attracting and retaining qualified personnel. The limited material and social guarantees from the state do not allow us to confine ourselves to one sad statement of this problem. The head of an educational institution is forced to independently look for ways to solve it, not only using funds from the director's fund, but also creating his own system of corporate incentives, benefits, success strategies, including taking care of the moral, psychological and valeological factors of the stability of the school team.
As a result, the manager of an educational institution should be able to:
form a team of like-minded people (grow the school as a corporation);
provide optimal conditions for self-realization of children and adults;
stimulate creativity, support initiative;
delegate powers, develop forms of self-government, public control, guardianship;
attract and competently use additional sources and methods of financing;
use new social resources in personnel policy;
build their own relationships with other subjects of the social system;
take care of creating the image and maintaining the social status of the school;
to introduce high technologies in management processes.
The modern head of the school is not an administrator who knows how to give orders and scold + bring to the attention of the point of view of higher authorities. It's more like a conductor in an orchestra, where everyone plays their own part. With this approach to management, the vertical model disappears, the rigid system of positions - a range of new competencies, freedom of maneuver, awareness and coordination of actions appear. So, there is a powerful resource for the development of corporate culture. Leading schools can become "islands" of corporate spirit, from which the real formation of the Russian education system as a spiritual community and strategic partnership will begin.
Similar Documents
The concept of state-public management of general education. Features of its Russian model. Democratization of the management of a municipal educational institution. The system of public administration in the most successful regions.
abstract, added 02/01/2014
Modern models of management of a municipal preschool educational institution. Problems and prospects for the implementation of the project approach in the management of the municipal budgetary preschool educational institution "Kindergarten "Svetlyachok" of the Ileksky district.
thesis, added 06/09/2017
Theoretical and regulatory framework for managing a preschool educational institution. Characteristics of the activities of the kindergarten and its staff, the distribution of responsibilities between all employees. Types, forms and methods of management.
thesis, added 12/11/2013
The study of the traditional classification of leadership styles. Evaluation of the influence of leadership style and leadership on the activities of the enterprise. Features of the management system of a children's educational institution. Analysis of the effectiveness of the management of the kindergarten director.
term paper, added 02/12/2015
Characteristics of the features of the activities and management of the municipal budgetary preschool educational institution. Study of the management process innovative activities in a preschool institution as a means of improving the quality of education.
thesis, added 02/09/2018
The concept of legal documentation. Features of the development and organization of the execution of legal documents of an educational institution in the management process. Review of theoretical approaches to the management of a preschool educational institution.
thesis, added 10/26/2014
Analysis of the value of education in market economy. The role of education in the system of factors accelerating economic growth: the concept of human capital. Monitoring the principles of a systematic approach to the management of professional and educational potential.
dissertation, added 04/26/2010
Selection of personnel, determination of its goals and means of achieving them as a condition for the success of the enterprise. Personnel strategy in the management of an educational institution, the search for opportunities to improve it on the example of MAOU secondary school No. 35 in Ulan-Ude.
presentation, added 01/22/2013
General characteristics and organizational structure of the management of the institution under study. Legal framework and brief analysis activities. Tasks solved with the use of management information technologies. Analysis of incoming and outgoing documents.
practice report, added 05/18/2015
Using project management methodology as a mechanism for implementing innovative investments. Synergy of project, program-target and portfolio management. Model of an information-analytical system for managing a medical institution.
Modern requirements for the organization of the educational process at school lead to the need to change approaches to the management of an educational institution, which today should be based on the basic laws of organization management.
Organization management is a targeted informational impact on the management object ( social systems, such as a person, group, collective, organization as a whole), carried out with the aim of directing their actions and obtaining the desired results.
Operational management - management of current events, an integral part of management activities, determined by the time interval (month, week, day), a set of measures that allow you to influence specific deviations from the established tasks. Operational management can be considered as a system and as a process.
Operational management as a system includes a set of structures and people that ensure the use and coordination of all system resources, communications and the nature of interaction between them. Careful development of this system, a clear distribution of responsibilities among the administrative apparatus, elaboration of forms of interaction between the elements of the system and their fixation in local regulations educational institutions allow you to optimize the process operational management.
Operational management as a process is a set of management actions that ensure the achievement of goals by converting resources into products. The resources of an educational institution include: staff ( labor resources), information, finance, programs and technologies, students. Human resources organizations can be divided into three levels: the resources of the individual and the potential for its development, the resources of small groups and their potential, the resources of the team as a whole. Today, the resources of small groups are underestimated and their potential is used spontaneously.
The system of operational management of an organization has all the properties that are characteristic of systems of intraorganizational management (according to A.M. Moiseev): non-additivity, artificiality - naturalness, functionality, polymodality, deterministic and deterministic nature, activity, ability for self-learning, self-development, openness, etc. . However, due to the specific properties of intra-school management, it turns out to be problematic to use and even more so transfer the methods proposed for other types of social organizations. Such features that require mandatory consideration in the development of an operational management system include (according to A.M. Moiseev): a small number of management personnel, relatively weak professionalization of managerial functions, the relationship between managerial and pedagogical activity, relative limited financial and material levers of control.
When building an operational management system, it is also necessary to take into account the fact that each management object in an educational institution is also the subject of management activity. Manage not only the head and the administrative apparatus. The teacher manages the process of mastering knowledge in the lesson, the student manages his development and activities, etc. From this follow the most important principles of the organization of operational management:
1) humanization - the humanity of goals, management methods, the establishment of humane relations between the participants in the pedagogical and managerial process, the prevalence of cooperation and co-creation over managerial influences;
2) dialogueization - a dialogue of actions, motives, goals of the participants in the management process, which helps to increase the information received about the managed object, allows you to make the right management decision and establish a dialogue between the subjects of the management process;
3) coordination - the coordination of goals, the relationship of functions and methods of management, the establishment and identification of the role and place of each function in the hierarchical structure, necessary in the process of managing subsystems;
4) a rational combination of rights, duties and responsibilities in management.
The functional division of the management cycle in operational management includes the same elements as any other type of management:
1. collection of information (information from higher authorities, internal information of the organization, information from the surrounding social environment);
2. analysis of the information received and assessment of the situation;
3. formation and adoption of a managerial decision;
4. issuing a task;
5. implementation of the solution;
6. control and correction;
7. goal achievement;
8. Summing up and conclusions.
However, the effectiveness of operational management largely depends on the timely receipt of information about the state of the organization, which is necessary for making managerial decisions. One of the ways to collect this information can be a system for monitoring the state and development of an educational institution.
Thus, when creating a system of operational management of an educational institution, it is necessary to take into account not only the principles of organizing operational management, but also specific properties intra-school management, giving Special attention timely receipt of information about the state of the organization, as a necessary means of making managerial decisions.
Bibliographic link
Mokretsova L.A., Skorokhod O.S. TO THE QUESTION OF OPERATIONAL MANAGEMENT OF A GENERAL EDUCATIONAL INSTITUTION // Modern problems of science and education. - 2006. - No. 4.;URL: http://science-education.ru/ru/article/view?id=455 (date of access: 03/31/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
SOME PROBLEMS OF IMPROVING THE QUALITY OF THE MANAGEMENT OF AN EDUCATIONAL ORGANIZATION
Egorov Evgeny Evgenievich 1 , Vasilyeva Lyudmila Ivanovna 2
1 Kozma Minin Nizhny Novgorod State Pedagogical University, Candidate of Economic Sciences, Head of Department innovative technologies management
2 Kozma Minin Nizhny Novgorod State Pedagogical University, Candidate of Pedagogical Sciences, Associate Professor of the Department of Innovative Management Technologies
annotation
This article is devoted to some aspects of improving the quality of management of educational organizations at the present stage of development and reform of the education system of the Russian Federation. Significant problems associated with the implementation of the process of managing educational organizations have been identified. The reasons for the occurrence of these problems are indicated. The ways of improving the quality of management in the field of education are determined.
SOME PROBLEMS OF IMPROVING THE QUALITY OF MANAGEMENT EDUCATIONAL ORGANIZATION
Egorov Evgeny Evgenievich 1 , Vasileva Ludmila Ivanovna 2
1 Minin Nizhny Novgorod State Pedagogical University, PhD in Economic Science, Chair of management innovative technologies,
2 Minin Nizhny Novgorod State Pedagogical University, PhD in Pedagogical Science, Assistant Professor of the innovative management technologies
Abstract
This article deals with some aspects of improving the quality of management of educational institutions at the current stage of development and reform of the education system of the Russian Federation. Identified significant problems with the implementation of the management of educational institutions. The reasons for the occurrence of these problems. Identify ways to improve the quality of governance in education.
Bibliographic link to the article:
Egorov E.E., Vasilyeva L.I. Some problems of improving the quality of management of an educational organization // Modern scientific research and innovation. 2014. No. 12. Part 2 [Electronic resource]..03.2019).
With the constant reforms of the education system of the Russian Federation, carried out at all levels, in our opinion, not enough attention is paid to improving the quality of management of educational organizations. At the same time, it is obvious that it is the quality of management that largely determines both the success of the reforms themselves and the quality of education in general. Although it cannot be said that nothing is being done in this direction. Most heads of educational organizations undergo advanced training or retraining in the field of education management, information management technologies are being introduced in education, there are some examples of successful implementation of relevant management technologies (for example: project management, management by goals, key performance indicators systems, etc.). But this work on the development of management in educational organizations, in our opinion, lacks systemic features, it is more fragmentary than holistic. But the main thing is that the pace of changes in the management system of an educational organization lags significantly behind the pace of changes in the educational activities. This fact cannot but have a negative impact on the quality of the entire education system of the country, which is confirmed by the numerous problems present in this area.
One of the leading reasons for the rather low quality of management of an educational organization, in our opinion, is the global inertia of the education system. This inertia is manifested, first of all, in the fact that society, the country's economy is changing much faster than the education system, in other words, it is trying to work in the old way in new conditions. Accordingly, the management system of educational organizations in many respects does not meet the requirements that are developing in the market of educational services. From this premise follows a number of problems in the field of management of educational organizations. But, before considering some of these problems, let's say a few words about the quality of management of educational organizations.
Without pretending to the depth and comprehensiveness of the concept of the quality of management of an educational organization, and without focusing on specific indicators and measures of this quality (which is not the subject of research in this article), we will determine the initial position that determines this quality. It seems that the target function of managing an educational organization is the quality of the educational process demanded by the customer. And from this point of view, we think there will be little disagreement, because, even without conducting appropriate research, one can see the growing dissatisfaction of customers (and all categories of customers at once: the state, society, parents and students) with the quality of education. Consequently, the quality of management of both the system as a whole and specific educational organizations leaves much to be desired. Next, we highlight some problem areas that, in our opinion, are decisive in the field of management of an educational organization.
Firstly, the most important problem of educational organizations in the field of management (oddly enough, so far ...) is the culture of meeting customer needs. The marketing orientation of the organization in the market of educational services, of course, should become the leading one for all educational institutions, from preschool education to organizations of additional education. Although, in the latter, the situation in this regard is much better, especially if this organization is commercial. There are many causes and consequences of the problem that has developed in the indicated plan, among which there are both objective and subjective, but the fact remains. For some reason, the system, for example, of car service support is many times better than the same system in education. If not to say that the system of customer service in education, both before he came to an educational institution, and after he formally graduated from it, is completely absent. And there are hundreds of such examples. Meanwhile, the idea of the value of the client should literally permeate the management system of the educational organization, which should, first of all, meet the needs of this client, and not get hung up on solving their own internal management problems.
Secondly, a significant problem in the sphere of management of educational organizations is its overregulation and formalization on the part of state, regional and local educational authorities and other government structures and regulatory bodies. Unfortunately, in Lately, the number of reporting documents, statistical data, organizational and economic regulations has increased significantly, although the logic of the development of socio-economic systems tells us otherwise. We can draw a disappointing conclusion that the degree of bureaucratization (in the most negative sense of this term) of the education system has not decreased, as it should be, but has increased significantly. And instead of solving the really pressing problems of managing an educational organization, their leaders are often engaged in replicating information rubbish, often no one, in fact, needs it. Partially, this problem gives rise to the above one, when the activities of the management of an educational organization are aimed at satisfying the founders (which, of course, is partly true, but only partly ....), and not at satisfying the main customer - the student. Although declaratively, from the side of educational authorities, it looks quite different.
Thirdly, an important problem directly for the heads of educational organizations is weak (or even absent) strategic thinking. Negligence to carefully build a development strategy educational institution negatively affects all its activities. The inability to determine one's place in the educational services market, to explore the trends of this market, competitors, one's strengths and weaknesses, to determine development opportunities in the relevant market, lead to organizational passivity and "budget dependency". Which also cannot but affect the quality of management of an educational organization. The formation of a general strategy and the implementation of individual strategic directions in the activities of an educational institution can guarantee its relative stability and progressive development.
Fourth, one more significant problem in the management of educational organizations is, in our opinion, the concentration of leaders on solving momentary problems, instead of paying attention to the key processes that give rise to these problems. One of the most effective methodological approaches in management is the process one, which fully justifies itself in the field of education. The selection of the main processes, the definition of the "input" and "output" of a particular process, the identification of all components of the process and the analysis of their effectiveness, the search for the relationship of different processes, the appointment of those responsible for the process can significantly improve the quality of each process separately (especially the educational process) and the quality of management of the educational organization generally.
And finally, fifthly, a relatively local, but also important problem of the management of educational organizations is the poor use of modern management technologies (for example: "management by objectives", "six sigma"; "change management", "balanced scorecard"; " continuous improvement”, “knowledge management”, “project management”, etc.). At the same time, at present, the importance of introducing modern management technologies in educational organizations can hardly be overestimated. This is due to the fact that the education system, due to the historical features of socio-economic development, plays the role of "catching up" in the economy. Therefore, education can only adopt existing management technologies from commercial organizations. But this is the only way to bring the quality of management of an educational organization to a decent level. This is also important because new functions and models of education are increasingly being introduced in this area, which require appropriate organizational support, which can only be created through the use of modern technologies.
Of course, this is not an exhaustive list of problems in the field of management of educational organizations, but correcting only these shortcomings can significantly improve the quality of this management. Moreover, as noted, this process is two-way. On the one hand, changes should come from the authorities in terms of providing greater freedom in the management of an educational organization, removing the bureaucratic burden, freeing from excessive formal control, and so on. On the other hand, changes in the management system of an educational organization should come from within. And this, in our opinion, is the most important path for the head of an educational institution. Customer orientation, strategic thinking, process optimization and the use of modern management technologies can significantly improve the quality of management of educational organizations, and hence the quality of education in general.