home

Modern problems of science and education. The function of the organization in the management of an educational institution. inability to manage oneself

The management process always takes place where the common activities of people are carried out to achieve certain results. Management is understood as the systematic influence of a subject of management activity (one person, a group of persons or a special 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. 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 represents a system joint activities people (teachers, students, parents), then it is advisable to talk about managing it. Social management is carried out by influencing people's living conditions, the motivation of their interests, and their value orientations. Many scientists define the concept of “management” through the concepts of “activity,” “impact,” and “interaction.” “Management in general,” writes V.A. Slastenin, “is understood as activity aimed at making decisions, organizing, controlling, regulating a managed object in accordance with a given goal, analyzing and summing up results based on reliable information.” And intra-school management, in his opinion, is “a purposeful, conscious interaction of participants in an integral pedagogical process based on knowledge of its objective laws in order to achieve an optimal result.” Currently, the concept of management from the field of business is increasingly spreading to various spheres of human activity, including including education. However, the concept of management is narrower than the concept of management, since management mainly concerns various aspects of a manager’s activity, while the concept of management covers the entire area of human relationships in “manager-executive” systems. Thus, the theory of school management, in particular, the teaching staff, is significantly supplemented by the theory of intra-school management.

Management theory is attractive, first of all, for its personal orientation, when the activities of a manager (manager) are built on the basis of genuine respect, trust in their employees, and creating situations of success for them. It is this aspect of management that significantly complements the theory of intra-school management. Talking about management educational institution one should keep in mind the management system, that is, apply a systematic approach to the theoretical understanding of management activities. A management system is understood as a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, implementation of principles and application of effective management techniques.

Functions of managing an educational institution

Basic management functions are relatively separate areas of management activity. Functional units 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 completion of one cycle is the beginning of a new one. Thus, movement towards higher quality states of the controlled system is ensured. There are several functions of managing educational institutions. To these main functions Slastenin V.A. adds pedagogical analysis, goal setting, regulation. A.M. Moiseev, Candidate of Pedagogical Sciences, Professor at the Academy of Advanced Training and Retraining of Education Workers, identifies three large groups of functions of managing an educational institution:

1. Management functions of maintaining 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 the 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, leadership, control and regulation. Analysis is 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 policies, the satisfaction of social needs, and the experience of existing 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, everyday, etc., determining the goals and content of education, the market of customers and consumers is determined. The latter include government and management bodies, enterprises and institutions, public organizations, active population groups, families, and individuals.

The function of pedagogical analysis in its modern understanding was introduced and developed in the theory of intra-school management by Yu.A. Pedagogical analysis occupies a special place in the structure of the management cycle: any management cycle consisting of sequentially interrelated functions begins and ends with it. The exclusion of pedagogical analysis from the general chain of management activities leads to its disintegration when the functions of planning, organization, control, and regulation do not receive logical justification and completion in their development.

The effectiveness of management activities is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can study established facts, and identify the most characteristic dependencies. Untimely or unprofessional analysis in the activities of the school director leads, at the stage of developing goals and forming tasks, to vagueness, vagueness, and sometimes to unfoundedness of the decisions made. Ignorance of the true state of affairs in the teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and adjusting 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, with the subsequent development on this basis of recommendations for streamlining the managed system. This function is one of the most labor-intensive in the structure of the management cycle, since the analysis involves identifying parts in the object being studied. a single whole, establishing connections between system-forming factors. In the theory and practice of intra-school management Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, and summary. Parametric analysis is aimed at studying daily information about the progress and results of the educational process, identifying the reasons that violate it. Thematic analysis is aimed at studying more stable, repeating dependencies, trends in the course and results of the pedagogical process

This type of pedagogical analysis allows the school director to focus on studying and identifying the characteristics of the manifestation of certain aspects of the pedagogical process, determining their interaction with other parties, components and the system as a whole. The resulting analysis covers a larger time, space or content framework. It is carried out 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 flow of all subsequent functions of the management cycle. The substantive basis for the final analysis of the school’s work for academic year comprise the following areas: quality of teaching; implementation of educational programs and state standards; quality of knowledge, skills and abilities of students; level of education of schoolchildren; the state and quality of methodological work at school; effectiveness of work with parents and the public; the health status of schoolchildren and sanitary and hygienic culture; the effectiveness of the activities of the school council, pedagogical council, etc. Conducting a final analysis, its objectivity, depth, and prospects prepare the work on the plan for the new school year.

Goal setting and planning as a function of school management. The process of managing any pedagogical system involves goal setting (goal setting) and planning (decision making). Improving goal setting and planning of management 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 the 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 a 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 comprehensive planning. “To plan future activities,” as V.S. Lazarev writes, “means to determine the goals, composition and structure of the actions necessary to achieve them.” In the practice of educational institutions, three main types of plans are developed: long-term, annual and current. The following requirements are imposed on them: focus, perspective, complexity, objectivity.

A long-term plan is developed, as a rule, for five years based on an in-depth analysis of the school’s work over time. last 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 basic types of plans makes it possible to coordinate the activities of teaching, student and parent teams. These plans are strategic in relation to the work plans of teachers and classroom teachers. The implementation of the planning function in a single management cycle increases the efficiency of the school. The main drawback of school planning to this day remains the absence in the plans of many educational institutions of realistically achievable and scientifically based goals and specific tasks in the planned period, and the lack of orientation of management activities towards final results.

Function of the organization in the management of an educational institution. Organization is a 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 realistically, through 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, human organizational activity is a practical activity, based on the operational use of psychological and pedagogical knowledge in specific situations.

Constant interaction with colleagues and students gives organizational activities a certain personality-oriented focus. The content of organizational activity can be more fully revealed through its characteristics in relation to all other management functions, each of which presupposes a certain orderliness and organization. At the stage of realizing the goals of the system, the most important and starting point of the organization is the clear definition and distribution of functional responsibilities of all individuals and departments that form the system. In turn, the distribution of functional responsibilities involves taking into account the level of preparedness of each member of the organization, assessing individual psychological characteristics from the point of view of their compliance with the expected functional responsibilities.

Issues 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 motivating the upcoming activity, instructing, developing confidence in the need to carry out this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, and choosing the most adequate forms of stimulating activity. The organizational activity of a manager also includes such a necessary action as assessing 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 leadership 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) stimulating the productive activities of subordinates and their self-development;

4) creating conditions for the professional growth of subordinates.

Control is one of the stages of management, consisting in identifying deviations in the values of the actual parameters of the controlled system from the standards that serve as evaluation criteria (goals, legislative norms), in measuring and assessing the results of program implementation. Due to various restrictions that always exist in the external environment or in the system itself, the set goals are rarely achieved. The peculiarity of control in an educational institution is its evaluative function - its focus on the teacher’s personality. If the teacher is young, then it affects his professional development; if this is an experienced teacher - 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, there is a lack 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, and objective evaluation criteria are absent or not used.

Thirdly, the one-sidedness of intra-school control, understood as the control of any one side, one direction of the pedagogical process. For example, it is only controlled educational process or only Russian language and mathematics lessons, etc.

Fourthly, only officials participate in control, without the involvement of experienced teachers, methodologists, or, conversely, a small participation of administration representatives. In the process of intra-school control, methods such as studying school documentation, observation, conversations, oral and written control, questioning, studying best teaching practices, timekeeping, diagnostic methods are used, i.e. methods that allow you to obtain the necessary objective information.

The methods complement each other; if we want to know the real state of affairs, we should, if possible, use various control methods. The stage of regulation or correction is closely related to the control function of management, i.e. the process of preventing and eliminating possible or actual deviations from specified 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, weakness of forecasts, errors in decisions made, poor execution, deficiencies 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 conditions (deviations). In cases where Taken measures do not produce results, there is a need to revise the goals. And this means the beginning of a new management cycle with the deployment of all the main stages of management technology.

Specific principles of educational system management. The principle of combining the interests of children's and adult groups is based on these features of the school as a socio-pedagogical system and presupposes, on the one hand, taking into account the peculiarities of formation and development children's group, whose members do not yet have sufficient social experience, provides for the development of children's independence, initiative, and requires protecting children's sense of self-awareness. On the other hand, adherence to this principle presupposes taking into account the specifics of the adult team. At the same time, it is possible to rely on life experience, social activities, political maturity, 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 orientation of management activities at school.

Managing a school means carrying out 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, constructing and repairing educational buildings, supplying equipment, landscaping the territory, school buildings, purchasing furniture, educational visual aids, ensuring sanitary and hygienic conditions, placing pedagogical personnel, staffing classes, regulating school operating hours, monitoring the activities of teachers and students, organizing mass events with students, ensuring cohesion, a creative attitude to work, etc. However, the effectiveness of this activity is achieved when it is completely subordinated to pedagogical tasks.

The principle of normativity. School management must be carried out on the basis of a certain generally accepted regulatory framework, in accordance with existing recommendations regulating various aspects of educational work, regulations, charter, instructions, methodological instructions, circular letters from the Ministry of Education.

The principle of objectivity presupposes 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. The unity of pedagogical positions consists of the formation of a common view on the objectives of the lesson, the importance of extracurricular work, evaluation of the final results of work, leads to the provision of uniform requirements for students, a uniform style of relations between students and teachers, etc.

The principle of combining state and public principles. It is impossible to allow the school to be alienated from society and society from the school, the school to be isolated from the processes occurring in public life, as well as the narrowness and corporatism of the professional interests of teachers. The school has always been faced with the task of uniting the efforts of the state and society to solve development problems, the organic fusion of social 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. You must be able to operate with principles. This is a difficult art that requires thoughtfulness, experience, determination and a sense of proportion.” There is a close relationship between the principles and methods of managing the teaching staff. Methods, as defined by P.I. Pidkasisty, are ways and means of implementing management principles and achieving intended goals.

The most well-known methods of team management include methods of making management decisions (brainstorming method, discussion, business game, regulatory 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 managers. An effective leader is considered to be one who, at the stage of implementing a particular management function, demonstrates only positive personal qualities, using effective principles and methods of interaction with the team. The effectiveness of the management process, the mood of people in the organization, and relationships between employees depend on many factors: immediate working conditions, the professionalism of personnel, the level of management, etc. And one of the first roles among these factors is played by the personality of the manager.

Organizational structure of management of an educational institution

Today it is impossible for one leader to solve all management tasks, so there is a need to build an organizational structure of an educational institution. Organizational structure is usually called the method of dividing a common goal into subgoals and distributing the latter between subsystems or elements. By determining the organizational structure, the subject of management regulates the powers and responsibilities of participants in joint activities, as well as the rules of their interaction vertically and horizontally. From a management point of view, 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 who organize the management process. Those individuals and groups to whom control actions are addressed act as control objects. Since management in social systems is concerned with people, it takes the form of leadership. Subjects of management are usually called managers and governing bodies, and management objects - 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 methods of sectioning the system, i.e. criteria that are accepted as leading structure-forming factors. For example, with a target division of an organization, its multi-level structure will correspond to a hierarchy or “tree of goals”. With a multi-level hierarchical management structure, the same persons or bodies can act simultaneously as an object of management in relation to a superior person or body and as a subject of management in relation to subordinate persons. The structure of a system such as a school is diverse, polystructural; it has a huge number of structures of various kinds, which can be grouped into four main groups.

1) The structure of the school’s material and educational base, i.e. a method of connecting elements such as school buildings, furniture, technical equipment, educational visual aids, technical teaching aids, etc.

2) The structure of the school team, including:

The structure of the teaching staff, which includes methodological commissions for subjects, subject departments, educators, various informal groups etc.;

The structure of the student body, consisting of groups of primary, secondary and senior classes, various student associations in accordance with the interests of students;

School support staff structure;

structure of the management apparatus (organizational structure of management).

3) Procedural structures are the most mobile, dynamic, manifested in people’s activities. There are a huge number of procedural structures in school, ranging from the structure of each lesson to the innovation process. The system-forming process, uniting and subordinating everything else, is the educational process.

4) The last block in the general school structure is the most complex and least studied - its spiritual structure. This is its philosophy, mission, policy and strategy, organizational culture. Organizational culture 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, heroes of the organization, organizational taboos, language of communication and slogans).

By revising control system schools usually distinguish the composition of its subjects, a set of management functions, and the organizational structure of management (their hierarchical structure, management connections and relationships, subordination and subordination by levels, links and blocks). The organizational structure of a management 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 relationships), who interacts with whom on equal terms (coordination relationships). There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. Let's look at 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 subjects line up in accordance with their functional responsibilities, where coordination connections are indicated;

Linear-functional organizational structure, where connections and relationships of subjects are characterized simultaneously by subordination and coordination, i.e. developed both vertically and horizontally; for schools that have entered the development mode, along with the linear-functional one, there is also a matrix structure in which various mixed management entities are represented (creative groups, organizing committees, research teams, etc.), which are created temporarily to solve one or another innovative problem, Problems. The most common organizational structure of an educational institution in practice is a linear-functional structure

Speaking about the organizational structures of management of an educational institution, one cannot fail to mention 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 determines the strategic directions of school development.

Second level- deputy school principals, school psychologist, organizer children's movement, assistant to the school director for administrative and economic affairs, as well as bodies and associations participating in self-government. These entities exercise tactical management of the educational institution.

Third level- teachers, educators, class teachers, performing operational management functions in relation to students and parents, children's associations, clubs in the system of extracurricular activities.

Fourth level- co-government - students, class and school-wide student self-government bodies. The selection 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 an object of management in relation to the higher level. At each of them, its own structure of bodies, associations, councils, etc. unfolds horizontally.

Fifth and sixth levels may appear in the management structure if several educational institutions are united (CEO level), as well as when some body (for example, a board of founders, a board of trustees, a school conference, etc.). Subjects at this level have the right to appoint and remove a director, distribute finances, and change the purpose and structure of the school. Organization and management of an educational institution in modern conditions

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 relationships that arise in an organization in the process and regarding management. The basic principle of management is unity of command. Its essence is that power, decision rights, responsibility and the ability to control processes and relationships in the organization are provided to only one official. Accordingly, a leader is a person personifying responsibility, power and the right to control. The relationship of unity of command largely forms the hierarchical pyramid of the organization.

In the most general form, we can determine the requirements that a leader of any managerial rank in various social organizations meets. These requirements are determined through professionally significant qualities, by which we mean the individual qualities of the subject of activity that affect 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 during the development of management theory (F. Taylor, A. Fayolle, 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) universal human qualities: hard work; integrity, honesty; commitment, loyalty to the word; self-criticism; humanity; tact; justice; determination; altruism; high culture, impeccable morality; energy; performance; consistency; love for your work; optimism; demanding of oneself and others; sense of humor; external attractiveness (neatness, clothing style, etc.);

2) psychophysiological qualities: good health, stress resistance, general level of development, intellectual properties, individual psychological properties (temperament, personality orientation);

3) business qualities and organizational skills: initiative; independence in resolving issues; self-organization (the ability to take care of one’s own and other people’s time, punctuality and accuracy); discipline; diligence; the ability to clearly define a goal and set a task; the ability to change behavior style depending on conditions; the ability to arrange personnel and organize their interaction, the ability to mobilize the team and lead it; ability to control the activities of subordinates; ability and desire to make decisions quickly; the ability and desire to objectively analyze and evaluate results, the ability to stimulate subordinates; creative approach to assigned work; the ability to maintain initiative, the desire to use everything new and progressive; the ability to maintain your authority.

4) communication skills: the ability of a manager to establish business relationships with superior and related managers, with subordinates, the ability to maintain a normal psychological climate in a team, the ability to communicate (speech culture, listening ability, etc.), the ability to speak in public;

5) professional knowledge: knowledge of management science (basics of management, personnel management, etc.); application in practice of modern organizational and management principles and methods; ability to work with documentation. If a leader possesses all the above qualities, he can be considered ideal. Rozanova V.A. notes the following qualities of a leader (manager): the manager’s lack of development of an individual management concept hinders the effective operation of the organization;

mismatch between organizational and personal values and goals of the manager;

insufficient degree of managerial abilities of the manager;

lack of knowledge, skills and abilities of a manager in the field of management activities;

lack of creativity on the part of the manager;

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;

using an ineffective leadership style;

focus on yourself and your personal goals;

lack of orientation towards 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 so many 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 is a certain system of methods, methods and forms of management activities preferred by the manager. In relation to education, the following leadership styles are used:

Directive-collegial style. The leader strives to make individual decisions. Distributes powers with the participation of immediate deputies. He is active in his work, which is not observed among his subordinates. The predominant method of management is orders and instructions; requests from performers are rarely carried out. Shows an active interest in discipline, regularly and strictly supervising subordinates. The main emphasis in work is not on achievements, but on the mistakes and miscalculations of subordinates. The demands on others are very high. The manager allows advice and objections only to his assistants. The attitude towards criticism is negative. He is characterized by endurance. Communication with subordinates occurs only on production issues. Business oriented, i.e. to the task. Has a positive attitude towards innovations, but not towards human relationships. In the absence of a leader, the team copes with the work, but under the supervision of a deputy. Directive-passive style.

The distribution of powers is constantly changing and is inconsistent. The activity of performers is allowed, but is not considered significant. Often resorts to requests and persuasion, but when this does not help, he uses orders. He is strict about maintaining discipline, but does not make any special efforts 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. Relies entirely on the competence of employees. Allows subordinates to give advice. Little interested in work. He is careful and tactful with the staff. Subordinates often turn out to be more competent than the leader. He demands unconditional obedience from his deputies. Avoids innovations, especially in dealing with people. Focuses on management functions when significant problems arise. He practically does not deal with issues of the socio-psychological climate in the team. Other people solve these problems for him. In the absence of a leader, the team reduces labor productivity.

A leader can be at the same time an outright dictator and an understanding interlocutor, a caring mentor and an impartial judge - all this is accepted as necessary “fatherly” (maternal) severity, and the actual self-organization of subordinates for them loses its meaning

Passive-collegial style. The manager seeks to avoid responsibility and 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 management is requests, advice, persuasion, and one tries not to give orders. Poorly controls the work of subordinates. Surrounds himself with highly qualified specialists, has a positive attitude towards innovations in the sphere of communication with people. Resistant to innovations in the sphere of production. Demands fairly, but rarely. Often follows the lead of his subordinates. In the absence of a leader, the team continues to work effectively.

Mixed style manuals. The distribution of powers when performing management functions is carried out between each other 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 is not the one taking the initiative. Has a positive attitude towards the independence of performers. The main methods are orders, instructions or requests, but sometimes resorts to persuasion or even reprimands. Doesn't focus on discipline. Exercises selective control and strictly monitors the final result of the work. When communicating with subordinates, he maintains a distance without showing superiority. Pays the necessary attention to production tasks, as well as human relations. There is a normal socio-psychological climate within the team.

Today regulations require reorientation of educational leaders to a different style of relations. The most significant for the head of an educational institution is determined to be a reflexive management style, 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, 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 is the most accessible, since 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 conditions of democratization. However, clearly demonstrated examples of public administration (strengthening the vertical of power, growing influence of security forces, control over the media, etc.) indicate the dubious effectiveness of purely reflexive methods of management in Russia. 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 being solved, the specific composition of the group being led, etc. The leadership style influences big influence on the activities of subordinates and the effectiveness of the organization. So, the effectiveness of any organization, including a secondary school, depends on the style of team management. The management style reveals the personal qualities of the leader. By developing and improving the personal qualities of leaders and changing the leadership style, it is possible to increase the efficiency of an educational institution.

Personnel policy of an educational institution at the present stage.

Today, when the status of a teacher has a very low social level, when managing an educational institution, the problem of attracting and retaining qualified personnel is acute. The limited material and social guarantees from the state do not allow us to limit 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 own system 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 must 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 creative activity, support initiative; delegate powers, develop forms of self-government, public control, trusteeship; attract and wisely use additional sources and methods of financing; use new social resources in personnel policy; build your own relationships with other subjects of the social system; take care of creating the image and maintaining the social status of the school; introduce high technologies into management processes.

A modern school leader is not an administrator who knows how to give orders and scolding + convey the point of view of higher authorities. It is rather like a conductor in an orchestra, where everyone plays their part. With this approach to management, the vertical model and the rigid system of positions disappear - a range of new competencies, freedom of maneuver, awareness and coordination of actions appear. This means that a powerful resource for the development of corporate culture arises.

In Russia, as in many countries experiencing a transition period, large-scale socio-economic reforms are underway. An important component of these reforms are reforms in the education system. The education system that has emerged this millennium is going through a difficult period of renewal. The main task at this stage is to find the right answer to the question of what should be the management of an educational institution today in order to best promote democracy, an emerging civil society, a new quality of national culture and a new understanding of the phenomenon of globalization of education. The analysis undertaken allows us to draw the following conclusions:

Management of an educational institution is understood as systematic, systematic, conscious and purposeful interaction of management subjects at various levels in order to ensure the effective operation of the educational institution.

The management system of an educational institution is a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, implementation of principles and application of effective management techniques.

Among the functions of managing an educational institution, the main ones are analysis, goal setting and planning, organization, leadership, control and regulation. These functions have a specific focus for an educational institution and are special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle.

In the practice of educational institutions, both general and specific management principles are taken into account. Specific principles include: a combination of interests of children's and adult groups, the pedagogical orientation of management activities at school, the principle of normativity, the principle of objectivity, the unity of pedagogical positions, the combination of state and social principles.

The most well-known methods of managing educational institutions at the present stage include methods of making management decisions (brainstorming method, discussion, “business game”, regulatory method, etc.) and methods of their implementation (methods of collective and individual motivation, administrative methods, etc. .)

There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. The most common organizational structure of an educational institution in modern practice is a linear-functional structure.

The vertical management structure of an educational institution is represented by four levels: director - deputies - teachers - students. Each lower level of the subject of management is at the same time an object of management in relation to the higher level.

An important element of an effective management system for an educational institution is the management style. Management style is a certain system of methods, methods and forms of management activities preferred by the manager. Leadership style has a great influence on the activities of subordinates and the effectiveness of the organization. Today, the most significant for the head of an educational institution is the reflexive management style, 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. An important indicator effective management An educational institution is the stability of its teaching and student staff. Therefore, today the head of an educational institution must find ways to solve the personnel problem using funds from the director’s fund, creating his own system of corporate incentives, benefits, success strategies, and taking care of the moral, psychological and valeological factors of the stability of the team. Thus, the concept of management, which ten years ago was interpreted only as command, today is changing dramatically: it is the regulation of information flows and communication processes, and not the transmission of orders from top to bottom. This is delegation of authority and joint resolution of key issues; emphasis on competence and moral authority. Coming to an educational institution, a new leader or manager must solve many problems, such as:

the problem of management policy in conditions of real competition among educational institutions;

the problem of transition to an open and mobile educational system;

the problem of attracting and retaining qualified personnel;

the problem of finding additional funds and resources for modernization;

the problem of creating conditions that ensure adequate quality of education;

the problem of information support and exchange, etc.

Home > Law

Problems of managing an educational institution (organization)

and prospects for their resolution by means of law

A.V. Artyukhov, Doctor of Sociological Sciences In the modern world, education is one of the main mechanisms of progress, both scientific, technical and social. Let me quote an excerpt from the 2004 Presidential Address: “Today, in order to occupy a leading position in the difficult conditions of global competition, we must grow faster than the rest of the world. They must be ahead of other countries in growth rates, in the quality of goods and services, and in the level of education, science, and culture. This is a question of our economic survival, a question of Russia’s worthy place in the changed international conditions.” Therefore, interest in the activities of educational institutions and requirements for their work have increased sharply in recent years. Moreover, not only from the state, but, first of all, from the citizens. And this is understandable, since the level of education and professional competence largely determine the well-being of an individual and his social status. Unfortunately, it should be noted that there is growing dissatisfaction in society with the results of the domestic education system. This problem is complex, has a multidimensional nature, a lot can be said about this, many quite weighty arguments can be made about the reasons, but more and more noticeably and more clearly against the backdrop of some positive changes in the education system, the problem of improving management directly at the level of an educational institution arises. The effectiveness of the education system is defined as the total performance of each educational institution (organization) included in the system. Unfortunately, this effectiveness, which is measured by a whole range of indicators, is often extremely different among educational institutions. This “unevenness” of work can be most clearly seen in the quality of education received by graduates. For example, why are diplomas from one university valued on the labor market, while employers view diplomas from another university with suspicion? What's the matter? After all, many educational institutions are in equal legislative, economic, climatic and other conditions, but operate very differently. Often we can find only one explanation - educational institutions differ in the quality of management. And it is no coincidence that we often associate the success or failure of an educational institution with the personality of the head of a university, college, school, etc. And here it is appropriate to talk about management by human resourses , which, essentially, is the main vector of management in an educational institution. One cannot help but agree with Randell S. Schuler: “Now more than ever before, it is recognized that human resource management is critical to the survival and success of an organization.” Therefore, the effectiveness of the educational institution largely depends on how the head of an educational institution solves the main four tasks of human resource management (attracting the necessary workers, retaining the necessary workers, motivating workers, retraining them). It is no coincidence that sociological research conducted by the Institute of Educational Management at the municipal level on educational issues has shown that the greatest opportunities for the development of municipal education systems have the improvement of the management of educational institutions. Only about 3% of respondents believed that the management of an educational institution does not have the ability to influence the development of the education system, while over 22% recognized the existence of great opportunities to influence the situation by improving the management of an educational institution. At the same time, every third respondent named one of the main constraints factors in the development of an educational institution: insufficient qualifications of managers and teaching staff, conservatism of the head of the institution or lack of time for the management of the institution to deal with issues of development of the educational institution. Today, most categories of people involved in this industry are dissatisfied with the state of affairs in education, including its management. If we look at management from the point of view of participants in the educational process, we will see here different opinions and views. From the point of view of students and their parents, the management of most educational institutions does not provide the necessary protection of the interests of students and their families. I will name only some of the most common complaints about the management of an educational institution. a) The required quality of training is not provided. Here is an excerpt from the newspaper: “Recently, the Federal Service for Supervision in Education and Science checked the work of 125 universities and branches in the Stavropol, Samara and Tyumen regions. The conclusion is disappointing: only 27 educational institutions provide the proper quality of education.” At the same time, graduates of secondary schools must hire tutors or attend preparatory courses to enter a university, which creates overload for students and requires serious material costs from families, including the cost of bribes, which are a sign of the lack of professional management in an educational institution. And graduates of vocational educational institutions in many cases cannot find work due to professional incompetence and are forced to begin their careers with retraining. “Of the one and a half million graduates who annually leave their alma maters with a diploma of higher education, only 700 thousand are able to compete in the labor market” (data from the newspaper). The protection of citizens' right to education is not ensured. First of all, we are talking about free education. Today, students or their parents in most educational institutions are forced to finance the learning process to one degree or another. For example, according to the Higher School of Economics, in the 2003-2004 academic year, the majority of families with children spent on preschool education preschool age. Only 13% of families had no expenses for these purposes. At the same time, 17% of families (and in Moscow about 24%) were forced to incur costs to ensure the enrollment of children in preschool educational institutions. That is, the “entry” fee or it is often called “sponsorship” is becoming commonplace. Moreover, sponsorship is often accompanied by a gift. At the same time, the collection of contributions from parents for collective gifts to staff for the holidays became widespread. Additional classes or “special” treatment for the child, etc. are paid. As a result, a child’s failure to attend preschool is often explained by a lack of funds to pay for education. If we take a secondary school, a similar picture is observed here. In particular, about 80% of families make contributions to the class fund, school fund, for repairs, security, etc. Not to mention the procedure for entering a university, 7.3% of university students and 17.4% of college students make contributions to the funds of their educational institutions, and, accordingly, 38 and 52% of students spent on gifts for teachers for the holidays. Thus, “gray” fees not only increase family expenses for education, but, first of all, destroy the pedagogical relationship between teachers and students, reduce the quality of education, create an atmosphere of suspicion and mistrust, and allow talk about bribery and corruption in the education system. Students and parents are not satisfied with their participation in the management of the educational institution. Despite the proclaimed principle of the state-public nature of management in the field of education, in fact, self-government is still not developed in the domestic management system. For the most part the role public bodies educational institutions in which students or their parents participate are limited to activities carried out outside the educational process, and in recent years they have been dealing with issues of financial support for the functioning of schools and kindergartens, primarily at the expense of parents. Pedagogical workers consider the “gaps” of management to be the “inability” of managers to provide them with the necessary social status, working conditions, the opportunity to improve their skills, create a creative atmosphere in the team, a search environment, and skillfully introduce innovations. Of course, the first priority is the problem of wages. The claims are justified. Thus, in March of this year, the average monthly salary in the field of education was the lowest of all groups of types economic activity and amounted to 5189 rubles. This is 64% of the all-Russian level of average wages, 53% of the level of wages in the group of public administration, provision military security and compulsory social security and 22% of wages in the field of financial activities. The numbers are eloquent. But the question arises, what can the head of a state or municipal educational institution do? The simplest, but not the best position is the ascertaining position - as much as they gave, so much was divided. But finding a way out of a difficult situation is the responsibility of managers, because management is a process of planning, organization, control and, I especially emphasize, motivation to achieve the goals set for an educational institution. Practice shows that even with the current limited resources, wages can be increased. For example, in the Tyumen region, the teams of many vocational educational institutions, using the independence provided, learned to earn money, including to increase wages. Or another example, this year in the Tyumen region a number of preschool educational institutions changed their organizational and legal form and immediately received new economic and financial opportunities. Heads of educational institutions assess management capabilities very reservedly. The following are called strict limitations of managerial activity: the inability to attract the best representatives of society and young people to work due to low wages; the impossibility of economically stimulating workers if there are not sufficient extra-budgetary sources; financial capabilities do not allow creating the necessary educational base, at the same time, financial independence is replaced by the treasury and the property agency, as well as a whole series of conventions (some of which were mentioned above); academic freedom is limited by standards, assessment and accreditation; lack of a legalized partnership between the professional educational institution and the employer for professional educational institutions. Employers evaluate management activities by efficiency, expressed in two indicators: how many people come to production and how professionally competent they are. I will not give percentages of graduates of pedagogical or medical universities who came to work in the field, it is very small, I will not talk about the fact that many graduates who come to production are forced to retrain. Thus, according to expert estimates, 40% of PU graduates do not receive the minimum professional qualifications required on the market. There is another figure that gives an assessment of the practice orientation of our vocational school. According to experts, organizations today spend more than 400 billion rubles a year on retraining and advanced training. This is slightly lower than all budget costs in Russian Federation for education. On the one hand, we should welcome the investment of funds by firms in personnel training, if in many cases we were not talking about the elimination of “educational” defects. At the same time, consumers of educational services - employers - do not participate in developing programs and creating conditions for the educational process. Tax legislation does not encourage the participation of employers, including in the management of educational institutions. If we analyze the documents of the Government of the Russian Federation, the Ministry of Education and Science of Russia, the Federal Agency and the statements of their leaders, it is clear that they themselves are dissatisfied with the current situation. The management of educational institutions is ineffective, dependent and requires a constant paternalistic attitude towards oneself. The current education system ineffectively uses up to 25% of budget funds and up to 49% of family funds, which is a direct consequence of poor management. Example. The number of students per teacher in higher and postgraduate professional education is 12 in Russia, 18.7 in Belgium, 17.1 in the USA, and 23.1 in Italy. What's the matter? It seems that the basis for such a sharp difference lies in the level of management of the educational institution. Here we must admit that the quality of management of an educational institution today is mainly left to the head of the educational institution. The law does not actually establish even a minimum framework for the quality of education management. Essentially, in this matter we live in the ideology of past socialism. All of the above allows us to conclude that there is insufficient normative legal regulation of relations in the field of management of an educational institution. The need to amend the current legislation on the problems of managing an educational institution is long overdue. It is impossible to recognize the current situation. We need to be more effective in improving legislation on federal level , first of all, in terms of detailing some norms. What do we have today in federal legislation, from the point of view of regulating relations in the management of an educational institution? In fact, this is the Law of the Russian Federation “On Education” and the Federal Law “On Higher and Postgraduate Professional Education”. It is these legislative acts that lay the basis for the legal regulation of the management of an educational institution. The first of these laws contains two independent articles directly devoted to the management of an educational institution. These are Article 35 “Management of state and municipal educational institutions” and Article 36 “Management of a non-state educational institution”. It must be said that the provisions of these articles are very meager and regulate only a minority of the provisions that arise during management. Features of legislative regulation of the management of higher educational institutions are established by Article 12 of the Federal Law “On Higher and Postgraduate Professional Education”. Very subtle issues in management, including the combination of self-government and unity of command, are not addressed in these laws. And apparently it is no coincidence that a large article by State Duma deputy Yu.G. appeared in the Poisk newspaper. Nazmeev on this topic. The article touches on a serious question - how to limit the power of rectors? Now, according to the author, a different period has come and it is necessary to develop democratic principles of university management, principles of university autonomy and, as an option, it is proposed, in addition to the academic council and the board of trustees, to create a governing council, which can include from 7 to 24 people, to which will be elected the most authoritative professors of a given university are headed by the president, and the rector is assigned the role of manager for the operational management of the university with the appropriate powers. The article provides a figure for extra-budgetary funds that universities earned from planned education - this is about 60 billion rubles. But only a small part goes to additional payment of teaching staff, and 25% relates to poorly controlled areas of spending. Only 3-4% is used for capital construction and equipment purchases. That is, the numbers are very convincing. Conclusion: it is necessary to develop democratic principles in the management of universities, including the creation of authoritative governing councils that will take on the development of strategic-regulatory functions and control functions. This idea deserves full discussion. Once again I want to emphasize the ineffective system of self-government in educational institutions. All these bodies, in most cases, the entire council, are direct subordinates of the head and there is no need to talk about real control over the university administration. Communication with teachers shows that many are opposed to their rectors; they suspect them of spending larger sums on themselves and their immediate environment than they should, while teachers are left with very modest additional payments from contractual activities. This cannot but worry us. It is necessary to take measures to democratize the management of educational institutions. We are talking about creating a system for organizing the management of an educational institution. The organizational and legal forms of educational organizations proposed by the Ministry have caused heated discussion and everyone knows about the critical assessment by the Russian Union of Rectors of many provisions of the relevant bills, and there are grounds for this. At the same time, we must understand that the current situation in the education system does not correspond to the situation that was 10 - 15 years ago. It is obvious that new structures have emerged that are engaged in educational activities, new circumstances have emerged (Bologna process, etc.) to which the education system and education management must respond. The education system is not static and must adapt to existing realities. Therefore, it is also necessary to make changes to the legislation here. For example, in the Tyumen region, without waiting for federal legislation, tens and hundreds preschool institutions switched to autonomous status commercial organizations. The goal is to improve the quality of education and increase teacher salaries, which is a pressing problem and one of the main points in the development of education.

Ensuring an effective personnel management system for educational institutions and organizations, regardless of their organizational, legal forms and forms of ownership
Directory
1. Section “Qualification characteristics of positions for education workers” of the Unified Qualification Directory of Positions of Managers, Specialists and Employees (hereinafter referred to as the EKS) is intended to resolve issues related to
Managing the quality of education in a rural educational institution
Document
The quality of education in the Concept of the all-Russian system for assessing the quality of education is understood as a characteristic of the education system, reflecting the degree of compliance of the actual educational results achieved and the conditions of provision
Order of the Ministry of Education and Science of Russia dated March 24, 2010 No. 209 procedure for certification of teaching staff of state and municipal educational institutions (2)
Essay
Letter from the Department general education Ministry of Education and Science of the Russian Federation and the Workers' Trade Union public education and science of the Russian Federation dated August 18, 2010 N 03-52/46.
Methodological recommendations: a model and algorithm for the activities of a general education institution in the context of the introduction of new federal state standards of general education with a case study of draft local acts of educational institutions (using the example of one educational institution;
Guidelines
Model and algorithm of activities of a general education institution in the context of the introduction of new federal state standards of general education with a case study of draft local acts of educational institutions using the example of one educational institution (1)
Document
MODEL AND ALGORITHM OF ACTIVITY OF A GENERAL EDUCATIONAL INSTITUTION IN THE CONDITIONS OF THE INTRODUCTION OF NEW GENERAL EDUCATION GENERAL EDUCATIONAL GENERAL EDUCATIONAL GENERAL EDUCATION WITH A CASE OF PROJECTS OF LOCAL ACTS OF AN OU (BASED ON THE EXAMPLE OF ONE EDUCATIONAL INSTITUTION; INITIAL LEVEL)

The problem of leadership occupies a special place in the theory of management and organization. Traditionally, leadership is understood as the relationships that arise in an organization in the process and regarding management. The basic principle of management is unity of command. Its essence is that power, decision rights, responsibility and the ability to control processes and relationships in the organization are provided to only one official. Accordingly, a manager is a person who personifies responsibility, power and the right of control.

Download:

Preview:

Some aspects of the organization and management of an educational institution in modern conditions.

S.I. Stepanyuk, candidate of polit. Sc., director

GBOU SPO "Kaluga Trade and Economic College"

The problem of leadership occupies a special place in the theory of management and organization. Traditionally, leadership is understood as the relationships that arise in an organization in the process and regarding management. The basic principle of management is unity of command. Its essence is that power, decision rights, responsibility and the ability to control processes and relationships in the organization are provided to only one official. Accordingly, a manager is a person who personifies responsibility, power and the right of control.

The relationship of unity of command largely forms the hierarchical pyramid of the organization.

In the most general form, we can define thoserequirements that a manager of any managerial rank in various social organizations meets.

These requirements are determined throughprofessionally 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 significant evolution during the development of management theory.

Based on a general analysis of research by psychologists in the fieldmanagement and, all the qualities that a modern leader should have can be divided into five groups:

2) psychophysiological qualities:good health, stress resistance, general level development, intellectual properties, individual psychological properties (temperament, personality orientation);

3) business qualities and organizational skills: initiative; independence in resolving issues; self-organization (the ability to take care of one’s own and other people’s time, punctuality and accuracy); discipline; diligence; the ability to clearly define a goal and set a task; the ability to change behavior style depending on conditions; the ability to arrange personnel and organize their interaction, the ability to mobilize the team and lead it; ability to control the activities of subordinates; ability and desire to make decisions carefully; the ability and desire to objectively analyze and evaluate results, the ability to stimulate subordinates; creative approach to assigned work; the ability to maintain initiative, the desire to use everything new and progressive; the ability to maintain your authority.

4) communicative qualities: the ability of a manager to establish business relationships with superior and related managers, with subordinates, the ability to maintain a normal psychological climate in a team, the ability to communicate (speech culture, the ability to listen, etc.), the ability to speak in public;

5) professional knowledge:knowledge of management science; application in practice of modern organizational and management principles and methods; ability to work with documentation.

If a leader possesses all the above qualities, he can be considered ideal.

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 management activities preferred by the manager. In relation to education, the following leadership styles are used:

Directive-collegial style.

The leader strives to make individual decisions.Distributes powers with the participation of immediate deputies.He is active in his work, which is not observed among his subordinates.Predominant Guidance Method- orders and instructions, requests from performers are rarely carried out.

Shows an active interest in discipline, regularly and strictly supervising subordinates.The main emphasis in work is not on achievements, but on the mistakes and miscalculations of subordinates. The demands on others are very high.The manager allows advice and objections only to his assistants.The attitude towards criticism is negative.He is characterized by endurance.Communication with subordinates occurs only on production issues.Business oriented those. to the task. Has a positive attitude towards innovations, but not towards human relationships.In the absence of a leader, the team copes with the work, but under the supervision of a deputy.

Directive-passive style. The distribution of powers is constantly changing and is inconsistent. The activity of performers is allowed, but is not considered significant. Often resorts to requests and persuasion, but when this does not help, he uses orders. He is strict about maintaining discipline, but does not make any special efforts 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. Relies entirely on the competence of employees. Allows subordinates to give advice. Little interested in work. He is careful and tactful with staff. Subordinates often turn out to be more competent than the leader. He demands unconditional obedience from his deputies. Avoids innovations, especially in dealing with people. Focuses on management functions when significant problems arise. He practically does not deal with issues of the socio-psychological climate in the team. Other people solve these problems for him. 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 personifies the traditional directive style, in which the personal characteristics of the boss matter to the governed only as “fair decisions” on benefits and punishments. A leader can be at the same time an outright dictator and an understanding interlocutor, a caring mentor and an impartial judge - all this is accepted as necessary “fatherly” (maternal) severity, and the actual self-organization of subordinates loses its meaning for them.

The style is passive-collegial. The manager seeks to avoid responsibility and 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 management is requests, advice, persuasion, and one tries not to give orders. Poorly controls the work of subordinates. Surrounds himself with highly qualified socialists, has a positive attitude towards innovations in the sphere of communication with people. Resistant to innovations in the sphere of production. Demands fairly, but rarely. Often follows the lead of his subordinates. In the absence of a leader, the team continues to work effectively.

Mixed leadership style. The distribution of powers when performing management functions is carried out between each other 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 is not the one taking the initiative. Has a positive attitude towards the independence of performers. The main methods are orders, instructions or requests, but sometimes resorts to persuasion or even reprimands. Doesn't focus on discipline. Exercises selective control and strictly monitors the final result of the work. When communicating with subordinates, he maintains a distance without showing superiority. Pays the necessary attention to production tasks, as well as human relations. There is a normal socio-psychological climate within the team.

Today, regulatory documents require a reorientation of educational leaders to a different style of relations. The most significant for the head of an educational institution is determined to be a reflexive management style, 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, 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 is 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 conditions of democratization. However, clearly demonstrated examples of public administration indicate the dubious effectiveness of purely reflexive methods of management in Russia.

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 being solved, the specific composition of the group being led, 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 secondary school, depends on the style of team management. The management style revealspersonal qualities of a leader. By developing and improving the personal qualities of leaders and changing the leadership style, it is possible to increase the efficiency of an educational institution.

The analysis undertaken allows us to draw the following conclusions:

Among the functions of managing an educational institution, the main ones areanalysis, goal setting and planning, organization, leadership, control and regulation. These functions have a specific orientation for the educational institution and are special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle.

In the practice of educational institutions, both general and scientific principles of management are taken into account. The scientific principles include: a combination of interests of children's and adult groups, the pedagogical orientation of management activities in school, the principle of normativity, the principle of objectivity, the unity of pedagogical positions, the combination of state and social principles.

The most well-known methods of managing educational institutions in the modern era include methods of making management decisions (the “brainstorming” method, discussion, “business game”, regulatory method, etc.) and methods of their implementation (methods of collective and individual motivation, administrative methods, etc. .)

There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix.
The most common organizational structure of an educational institution in modern practice is a linear-functional structure.

An important indicator of effective management of an educational institution is the stability of the teaching staff.

In the near future, the heads of educational institutions, as well as the entire Russian education system, will have to work significantly to resolve these problems.

SOME PROBLEMS OF IMPROVING THE QUALITY OF MANAGEMENT IN AN EDUCATIONAL ORGANIZATION

Egorov Evgeny Evgenievich 1, Vasilyeva Lyudmila Ivanovna 2
1 Federal State Budgetary Educational Institution of Higher Professional Education "Nizhny Novgorod State Pedagogical University named after Kozma Minin", Candidate of Economic Sciences, Head of the Department of Innovative Management Technologies
2 Federal State Budgetary Educational Institution of Higher Professional Education "Nizhny Novgorod State Pedagogical University named after Kozma Minin", 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 management process of educational organizations have been identified. The reasons for the occurrence of these problems are indicated. Ways to improve the quality of management in the field of education have been identified.

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 innovative management 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 constant reforms of the education system of the Russian Federation, carried out at all levels, in our opinion, insufficient 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 individual examples of the successful implementation of current management technologies (for example: project management, management by objectives, systems of key performance indicators, 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 significantly lags behind the pace of changes in educational activities themselves. This fact cannot but have a negative impact on the quality of the country’s entire education system, 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 the country’s society and economy are 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 largely does not meet the requirements emerging in the educational services market. A number of problems in the management of educational organizations arise from this premise. But, before considering some of these problems, let’s say a few words about the quality of management of educational organizations.

Without pretending to consider the depth and comprehensiveness of the concept of 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 starting 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 relevant 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 will highlight some problem areas that, in our opinion, are decisive in the management of an educational organization.

Firstly, the most important problem of educational organizations in the field of management (oddly enough, still...) is the culture of satisfying client requests. The marketing orientation of an organization in the educational services market, of course, should become the leading one for all educational institutions, starting from preschool education and ending with additional education organizations. Although, in the latter, the situation in this regard is significantly better, especially if this organization is commercial. There are many reasons and consequences of the problem that has developed in this regard, among which there are both objective and subjective, but the fact remains a fact. For some reason, the system, for example, of car service support is many times better than the same system in education. Not to mention that the system of customer service in education, both before his arrival at an educational institution and after he has formally graduated from it, is completely absent. And hundreds of such examples can be given. Meanwhile, the idea of the client’s value should literally permeate the management system of an educational organization, which should, first of all, satisfy the needs of this client, and not get hung up on solving its own internal management problems.

Secondly, a significant problem in the management of educational organizations is its over-regulation and formalization on the part of state, regional and local education 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 the opposite. One 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, and significantly. And instead of solving truly pressing problems of managing an educational organization, their leaders are often engaged in reproducing information rubbish, which is often, in fact, of no use to anyone. Partially, this problem, gives rise to the above, 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 education authorities, it looks completely different.

Thirdly, an important problem directly for heads of educational organizations is weak (or completely absent) strategic thinking. Neglect of carefully building a development strategy educational institution negatively affects all its activities. Inability to determine one’s place in the educational services market, to research trends in this market, competitors, one’s own strengths and weak sides, determine development opportunities in the relevant market, lead to organizational passivity and “budgetary 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.

Fourthly, another significant problem in the management of educational organizations is, in our opinion, the concentration of managers on solving momentarily emerging 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 process, which fully justifies itself in the field of education. Identification of the main processes, determination of the “input” and “output” of a particular process, identification of all components of the process and analysis of their effectiveness, search for relationships between different processes, appointment of those responsible for the process can significantly affect 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 in the management of educational organizations is the poor application 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 characteristics 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 far from an exhaustive list of problems in the 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 must come from the authorities in terms of providing greater freedoms in managing an educational organization, removing bureaucratic burdens, freeing them from unnecessary formal control and so on. On the other hand, changes in the management system of an educational organization must occur from within. And this, it seems to us, is the most important path for the head of an educational institution. Customer focus, strategic thinking, process optimization and the use of modern management technologies can significantly improve the quality of management of educational organizations, and therefore the quality of education in general.

Efimov V.S., Lapteva A.V. Forsythe high school Russia - 2030: basic scenario - “conversion” of higher education // University management: practice and analysis No. 3 (85), 2013 // Ekaterinburg, 2013, pp. 6-21.

Number of views of the publication: Please wait

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 a leader.

INTRODUCTION

Chapter 1. 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 management of an educational institution
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

INTRODUCTION In the modern world, along with the growing influence of human capital, the importance of education is increasing as the most important factor in the formation of a new quality of society. Managing an educational institution in modern conditions is a complex process, the components of which are right choice goals and objectives, study and in-depth analysis of the achieved level of educational work, a system of rational planning, organization of the activities of student and teaching staff, selection 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 rational use time and effort of teachers and students in the educational process for the purpose of in-depth study of academic subjects, moral education, comprehensive personal development and preparation for a conscious choice of profession. The solution to these issues depends on the ability of the school leader and teachers to creatively use the latest achievements of science and best practices, from relationships in the team, from the activity of teachers and students in educational and educational work. The effectiveness and competitiveness of modern organizations and the role of the psychological factor in their management is described in her works by V.A. Rozanova. Lazarev V. dedicates his works to problems arising in the management of educational institutions .S., Potashnik M.M., Frish G.L., Pidkasisty P.I., Slastenin V.A., Rogov E.I., Konarzhevsky Yu.A., Shamova T.I. The personality of the leader in management structures is considered by Ukrainian psychologists Bandurka A.M., Bocharova S.P., Zemlyanskaya E.V. Much attention is paid to the role of the manager in the management system by Shipunov V.G., Kishkel E.N. Solving theoretical and practical problems of managing an educational institution is becoming increasingly more weight in connection with humanization and democratization, the increasing role and importance of protecting human rights and freedoms, the development of market relations, the formation of new social structures and forms of governance. Therefore, in order to effectively influence the activities of subordinates, a modern leader needs a deep understanding of the fundamentals of organization and management. Although these mechanisms in modern management of an educational institution are still little studied, the existing results of scientific research can significantly expand the manager’s ability to create conditions that promote the formation of interest of team members in the productive work of the organization. Analysis of literature related to issues of organization and management, study of experience in management activities show that today insufficient attention is paid to the management of an educational institution, its qualities and operational efficiency, the requirements that modern rapidly changing society places on its leader. Thus, the chosen topic “Organization and management of an educational institution” is relevant, as it examines the foundations and modern mechanisms effective management of the teaching staff and has great practical significance, which lies in the possibility of improving the teaching work conditions of teachers, increasing the efficiency of the management process of an educational institution by improving the professionalism of school leaders and their deputies. Thus, the purpose of the course work is to study the modern foundations of the organization and management of an educational institution . Object study is a management system for an educational institution. Subject- the process of organizing and managing an educational institution and its impact on the effectiveness of management of the teaching staff. In accordance with the purpose, object and subject, the following are put forward tasks: 1. Study 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 the 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; During the study, the following were used methods: literature analysis, study and generalization of experience in management activities of an educational institution. Chapter 1. Management system of an educational institution 1.1 The concept of managing an educational institution The management process always takes place where the general activity of people is carried out to achieve certain results. Management is understood as the systematic impact of a subject of management activity (one person, a group of persons or a special created body) on a social object, which can be society as a whole, its a 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 the achievement of the intended goal. Since an educational institution is a social organization and it represents is a system of joint activities of people (teachers, students, parents), then it is advisable to talk about its management. 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 P.I. Pidkasisty notes, control- process impact on the system in order to transfer it to a new state based on the use of 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, - it is understood activity, aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up results based on reliable information." And intra-school management, in his opinion, is "purposeful, conscious interaction participants in the holistic pedagogical process based on knowledge of its objective laws in order to achieve an 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 "impact" in management has been replaced school comes the philosophy of “interaction”, “cooperation”, the concept of “management of an educational institution" should be defined through the concept of interaction. So, by the management of an educational institution we mean 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. At the same time, the concept of management is narrower than the concept of management, since it mainly concerns various aspects of a manager’s activity, while the concept of management covers the entire area of human relationships in “manager-executive” systems. 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, its personal orientation, when the activities of a manager (manager) are built on the basis of genuine respect, trust in their employees, and the creation of situations of success for them . It is this aspect of management that significantly complements the theory of intra-school management. When talking about the management of an educational institution, one should keep in mind control system, that is, to apply a systematic approach to the theoretical understanding of management activities. A management system is understood as a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, implementation of principles and application of effective management techniques. 1.2 Management functions of an educational institution Basic management functions- these are relatively separate areas of management activity. Functional units 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 completion of one cycle is the beginning of a new one. Thus, movement towards higher quality states of the managed system is ensured. There are several functions of managing educational institutions. Lazarev V.S. highlights among them planning, organizing, directing 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 Education Workers, identifies three large groups of functions of managing an educational institution [11].:1. Management functions for maintaining stable functioning of an educational institution; 2. Functions for 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 the 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, leadership, 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 policies, the satisfaction of social needs, and the experience of existing 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, everyday, etc., determining the goals and content of education, the market of customers and consumers is determined. The latter include government and management bodies, enterprises and institutions, public organizations, active population groups, families, and individuals. The function of pedagogical analysis in its modern understanding was introduced and developed in the theory of intra-school management by Yu.A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the management cycle: any management cycle consisting of sequentially interrelated functions begins and ends with it. The exclusion of pedagogical analysis from the general chain of management activities leads to its disintegration, when the functions of planning, organization, control, regulation do not receive logical justification and completion in their development. The effectiveness of management activities is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can examine established facts and identify the most characteristic dependencies. Untimely or unprofessional analysis in the activities of the school director leads, at the stage of developing goals and forming tasks, to vagueness, vagueness, and sometimes to unfoundedness of the decisions made. Ignorance of the true state of affairs in the teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and adjusting 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, with the subsequent development on this basis of recommendations for streamlining the managed system. This function is one of the most labor-intensive in the structure of the management cycle, since analysis involves separating parts of the object under study into a single whole and establishing connections between system-forming factors. In the theory and practice of intra-school management Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, and summary. Parametric analysis is aimed at studying daily information about the progress and results of the educational process, identifying the reasons 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 director 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 carried out 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 substantive basis of the final analysis of the school’s work for the academic year consists of the following areas: quality of teaching; implementation of educational programs and state standards; quality of knowledge, skills and abilities of students; level of education of schoolchildren; the state and quality of methodological work at school; effectiveness of work with parents and the public; the health status of schoolchildren and sanitary and hygienic culture; the effectiveness of the activities of the school council, pedagogical council, etc. Conducting a final analysis, its objectivity, depth, and prospects prepare the work on the plan for the new school year. Goal setting and planning as a function of school management. The process of managing any pedagogical system involves goal setting (goal setting) and planning (decision making). Improving goal setting and planning of management 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 the 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 a 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 comprehensive planning. “To plan future activities,” as V.S. Lazarev writes, “means to determine the goals, composition and structure of the actions necessary to achieve them.” In the practice of educational institutions, three main types of plans are developed: prospective, annual and current. They are subject to the following requirements: focus, perspective, complexity, objectivity. The long-term plan is developed, as a rule, for five years based on an in-depth 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 curriculum quarter, it is a concretization of the school-wide annual plan. Thus, the presence of basic types of plans makes it possible to coordinate the activities of teaching, 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 drawback of school planning to this day remains the absence in the plans of many educational institutions of realistically achievable and scientifically based goals and specific tasks in the planning period, 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 a management stage 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 realistically, through 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, human organizational activity is a practical activity, based on the operational use of psychological and pedagogical knowledge in specific situations. Constant interaction with colleagues and students gives organizational activity a certain personality-oriented focus. The content of organizational activity can be more fully revealed through its characteristics in relation to all other management functions, each of which presupposes a certain orderliness and organization. At the stage of implementing the goals of the system, the most important and the starting point of the organization is a clear definition and distribution of functional responsibilities of all individuals and departments that make up the system. In turn, the distribution of functional responsibilities involves taking into account the level of preparedness of each member of the organization, assessing individual psychological characteristics from the point of view of their compliance with the expected functional responsibilities. Issues 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 motivating upcoming activities, instructing, forming confidence in the need to carry out 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 adequate forms of stimulation of activity. The organizational activities of a leader include the following: required 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 are 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 socio-psychological climate in the team; 3) stimulating the productive activities of subordinates and their self-development; 4) creating conditions for the professional growth of subordinates. Control - one of the stages of management, consisting in identifying deviations in the values of the actual parameters of the managed system from the standards that serve as evaluation criteria (goals, legislative norms), in measuring and evaluating the results of the program. Due to various restrictions that always exist in the external environment or in the system itself, the set goals are rarely achieved. The peculiarity of control in an educational institution is its evaluative function - its focus on the teacher’s personality. If the teacher is young, then it affects his professional development; if this is an experienced teacher - 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 are not used. Third, one-sidedness of intra-school control, understood as control of any one side, one direction of the pedagogical process. For example, only the educational process or only Russian language and mathematics lessons, etc. are monitored. Fourth, participation in control only by 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 studying school documentation, observation, conversations, oral and written control, questioning, studying advanced pedagogical experience, timekeeping, diagnostic methods, i.e. methods that allow you to obtain the necessary objective information. The methods complement each other; if we want to know the real state of affairs, we should, if possible, use various control methods. The stage is closely related to the control function of management regulation or correction, i.e. the process of preventing and eliminating possible or actual deviations from specified 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, deficiencies 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 conditions (deviations). In cases where the measures taken do not produce results, there is a need to revise 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 activities of a manager aimed at implementing management functions are based on the principles of management. Control principle- these are fundamental, fundamental rules that must be observed in the implementation of management, to ensure the achievement of specified goals. 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 work activity are: scientific, systematic, optimal, material and moral incentives, perspective, systematic, comprehensive, etc. .Example principles of social management principles can serve , developed by A. Fayol. The leading ones among them are: the principle of the optimal balance between 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 groups comes 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, and requires protecting the children's sense of self-awareness. On the other hand, adherence to this principle presupposes taking into account the specifics of the adult team. At the same time, it is possible to rely on life experience, social activities, political maturity, 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 management activities at school. Managing a school means carrying out 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, constructing and repairing educational buildings, supplying equipment, landscaping the territory, school buildings, purchasing furniture, educational visual aids, ensuring sanitary and hygienic conditions, placing pedagogical personnel, staffing classes, regulating school operating hours, monitoring the activities of teachers and students, organizing mass events with students, ensuring cohesion, a creative attitude to work, etc. Moreover, the effectiveness of this activity is achieved when it is completely subordinated to pedagogical tasks. Principle of normativity. School management should be carried out on the basis of a certain generally accepted regulatory framework, in accordance with existing recommendations regulating various aspects of educational work, regulations, charter, instructions, guidelines, circular letters of the Ministry of Education. Principle of objectivity presupposes 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 school’s activities. Unity of pedagogical positions consists of the formation of a common view on the objectives of the lesson, the importance of extracurricular work, evaluation of the final results of work, leads to the provision of uniform requirements for students, a uniform style of relations between students and teachers, etc. The principle of combining state and public principles. It is impossible to allow the school to be alienated from society and society from the school, the school to be isolated from the processes occurring in public life, as well as the narrowness and corporatism of the professional interests of teachers. The school has always been faced with the task of uniting the efforts of the state and society to solve development problems, the organic fusion of social 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, determination and a sense of proportion.” There is a close relationship between the principles and methods of managing the teaching staff. Methods, as defined by P.I. Pidkasisty, are ways and means of implementing management principles and achieving intended goals. . The most well-known methods of team management include management decision making methods (“brainstorming” method, discussion, “business game”, regulatory method, etc.) and methods for their implementation(methods of collective and individual motivation, administrative methods, etc.) Thus, the process of managing the teaching staff requires leaders high level professionalism. An effective leader is considered to be one who, at the stage of implementing a particular management function, demonstrates only positive personal qualities, using effective principles and methods of interaction with the team. The effectiveness of the management process, the mood of people in the organization, relationships between employees depend on many factors: direct working conditions, professionalism of personnel, level of management, etc. And one of the first roles among these factors is played by the personality of the manager. 1.4 Organizational structure of management of an educational institution Today it is impossible for one leader to solve all management problems, so there is a need to build an organizational structure of an educational institution. An organizational structure is usually called a way of dividing a common goal into subgoals and distributing the latter between subsystems or elements. By determining the organizational structure, the subject of management regulates the powers and responsibilities of participants in joint activities, as well as the rules of 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 who organize the management process. Those individuals and groups to whom control actions are addressed act as control objects. Since management in social systems is concerned with people, it takes the form of leadership. Subjects of management are usually called managers and governing bodies, and objects of management are called executors (subordinates), or executive bodies. A 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 methods of sectioning the system, i.e. criteria that are accepted as leading structure-forming factors. For example, with a target division of an organization, its multi-level structure will correspond to a hierarchy or “tree of goals”. With a multi-level hierarchical management structure, the same persons or bodies can act simultaneously as an object of management in relation to a superior person or body and as a subject of management in relation to to lower-ranking persons. The structure of a system such as a school is diverse, polystructural, it has a huge number of structures of various kinds, which can be grouped into four main groups.1) C structure of the school’s material and educational base, those. a method of connecting such elements as school buildings, furniture, technical equipment, educational visual aids, technical teaching aids, etc.2) The structure of the school team, including: the structure of the teaching staff, which includes methodological commissions for subjects, subject departments, educators, various informal groups, etc.; the structure of the student body, consisting of groups of primary, secondary and senior classes, various student associations in accordance with interests students; structure of school support staff; structure of the administrative apparatus ().3) Procedural structures- the most mobile, dynamic, manifested in people’s activities. There are a huge number of procedural structures in school, ranging from the structure of each lesson to the innovation process. The system-forming process, uniting, subordinating all others, is the educational process. 4) The last block in the general school structure is the most complex and less studied - its spiritual structure. This is its philosophy, mission, policy and strategy, organizational culture. Organizational culture 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, heroes of the organization, organizational taboos, language of communication and slogans). When considering the management school systems usually distinguish the composition of its subjects, a set of management functions, the organizational structure of management (their hierarchical structure, management connections and relationships, subordination and subordination by levels, links and blocks). The organizational structure of the management 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 relationships), who interacts with whom on equal terms (coordination relationships). There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. Let's look at 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 subjects are lined up in accordance with their functional responsibilities, where coordination links are indicated; Linear-functional organizational structure, where connections and relationships of subjects are characterized simultaneously by subordination and coordination, i.e. developed both vertically and horizontally; for schools that have switched to development mode, along with the linear-functional one, there is also matrix a structure in which various mixed management entities are represented (creative groups, organizing committees, research teams, etc.), which are created temporarily to solve a particular innovative task or problem. The most common organizational structure of an educational institution in practice is a linear-functional structure ( Appendix 1). When talking about the organizational structures of managing an educational institution, one cannot fail to talk 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 determines strategic directions of school development. Second level- deputy school directors, school psychologist, organizer of the children's movement, assistant director of the school for administrative and economic affairs, as well as bodies and associations participating in self-government. These entities carry out tactical control educational institution. Third level- teachers, educators, class teachers who perform operational management functions in relation to students and parents, children's associations, clubs in the system of extracurricular activities. Fourth level - co-management- students, class and school-wide student self-government bodies. The selection 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 an object of management in relation to the higher level (Appendix 2). Each of them has its own horizontal structure of bodies, associations, councils, etc. The fifth and sixth levels in the management structure can appear if several educational institutions merge (level of the general director), as well as when some body (for example, board of founders, board of trustees, school conference, etc.). Subjects at this level have the right to appoint and remove a director, distribute finances, and 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 relationships that arise in an organization in the process and regarding management. The basic principle of management is unity of command. Its essence is that power, decision rights, responsibility and the ability to control processes and relationships in the organization are provided to only one official. Accordingly, a leader is a person personifying responsibility, power and the right to control. The relationships of unity of command largely form the hierarchical pyramid of the organization. In the most general form, we can define those requirements, which correspond to a manager 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 manager should have has undergone a significant evolution during 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 qualities skills that a modern leader should have can be divided into five groups:1 ) universal qualities: hard work; integrity, honesty; commitment, loyalty to the word; self-criticism; humanity; tact; justice; determination; altruism; high culture, impeccable morality; energy; performance; consistency; love for your work; optimism; demanding of oneself and others; sense of humor; external attractiveness (neatness, clothing style, etc.); 2 ) psychophysiological qualities: good health, stress resistance, general level of development, intellectual properties, individual psychological properties (temperament, personality orientation); 3 ) business qualities and organizational skills: initiative; independence in resolving issues; self-organization (the ability to take care of one’s own and other people’s time, punctuality and accuracy); discipline; diligence; the ability to clearly define a goal and set a task; the ability to change behavior style depending on conditions; the ability to arrange personnel and organize their interaction, the ability to mobilize the team and lead it; ability to control the activities of subordinates; ability and desire to make decisions quickly; the ability and desire to objectively analyze and evaluate results, the ability to stimulate subordinates; creative approach to assigned work; the ability to maintain initiative, the desire to use everything new and progressive; the ability to maintain your authority. 4 ) communication skills: the ability of a manager to establish business relationships with superior and related managers, with subordinates, the ability to maintain a normal psychological climate in a team, the ability to communicate (speech culture, listening skills, etc.), the ability to speak in public ; 5 ) professional knowledge: knowledge of management science (basics of management, personnel management, etc.); application in practice of modern organizational and management principles and methods; ability to work with documentation. .If a leader has all the above qualities, he can be considered ideal. Rozanova V.A. notes the following qualities of a leader (manager) that hinder the effective functioning of the organization: insufficient development of an individual management concept by the manager; mismatch between the organizational and personal values and goals of the manager; insufficient degree of managerial abilities of the manager; lack of knowledge, skills and abilities of the manager in the field of management activities; lack of creativity manager; inability to manage oneself; inability to manage a group; unkind attitude towards staff; lack of desire for personal growth; inability to motivate staff; difficulties in communicating with subordinates; use of an ineffective leadership style; focus on oneself and one’s personal goals; lack of orientation towards solving professional tasks; lack of a creative approach to work; conservative behavior of the manager; the presence of conflicting tendencies of behavior; the presence of neurotic tendencies of behavior; A competent manager will never allow so many shortcomings in himself and his activities, he will constantly work on self-development, self-education, improvement and self-education. All personal The qualities of a leader are manifested in his management style. Management style- this is a certain system of methods, methods and forms of management activities preferred by the manager. In relation to education, the following leadership styles are used: Directive-collegial style. The leader strives to make individual decisions. Distributes powers with the participation of immediate deputies. Shows activity at work, which is not observed among subordinates. Predominant Guidance Method- orders and instructions, requests from performers are rarely carried out. Shows an active interest in discipline, regularly and strictly supervising subordinates. The main emphasis in work is not on achievements, but on the mistakes and miscalculations of subordinates. Very high demands on others. The manager only allows his assistants to give advice and objections.. Negative attitude towards criticism. He has endurance. Communication with subordinates occurs only on production issues. Business orientedthose. for the task. Positive attitude towards innovations, but not towards human relations. In the absence of a manager, the team copes with the work, but under the supervision of a deputy [ 6 ]. Directive-passive style. The distribution of powers is constantly changing and is inconsistent. The activity of performers is allowed, but is not considered significant. Often resorts to requests and persuasion, but when this does not help, he uses orders. He is strict about maintaining discipline, but does not make any special efforts 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. Relies entirely on the competence of employees. Allows subordinates to give advice. Little interested in work. He is careful and tactful with the staff. Subordinates often turn out to be more competent than the leader. He demands unconditional obedience from his deputies. Avoids innovations, especially in dealing with people. Focuses on management functions when significant problems arise. He practically does not deal with issues of the socio-psychological climate in the team. Other people solve these problems for him. 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 personifies the traditional directive style, in which the personal characteristics of the boss matter to the governed only as “fair decisions” on benefits and punishments. A leader can be at the same time an outright dictator and an understanding interlocutor, a caring mentor and an impartial judge - all this is accepted as necessary “fatherly” (maternal) severity, and the actual self-organization of subordinates loses its meaning for them. The style is passive-collegial. The manager seeks to avoid responsibility and 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 management is requests, advice, persuasion, and one tries not to give orders. Poorly controls the work of subordinates. Surrounds himself with highly qualified specialists, has a positive attitude towards innovations in the sphere of communication with people. Resistant to innovations in the sphere of production. Demands fairly, but rarely. Often follows the lead of his subordinates. In the absence of a leader, the team continues to work effectively. Mixed leadership style. The distribution of powers when performing management functions is carried out between each other 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 is not the one taking the initiative. Has a positive attitude towards the independence of performers. The main methods are orders, instructions or requests, but sometimes resorts to persuasion or even reprimands. Doesn't focus on discipline. Exercises selective control and strictly monitors the final result of the work. When communicating with subordinates, he maintains a distance without showing superiority. Pays the necessary 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 educational leaders to a different style of relations. The most significant for the head of an educational institution is determined by the reflexive management style, 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, implementing directive style, or by declaring the implementation of reflexivity, heads of educational institutions find themselves in a difficult position. The first style is branded as authoritarian and unacceptable, but is the most accessible, since 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 conditions of democratization. At the same time, clearly demonstrated examples of public administration (strengthening the vertical of power, growing influence of law enforcement agencies, control over the media, etc.) indicate the dubious effectiveness of purely reflexive methods of management in Russia [8]. Each specific leader cannot be characterized by only one -or one style. An experienced leader is able to use one or another style depending on the circumstances: the content of the tasks being solved, the specific composition of the group being led, etc. The leadership style has a great influence on the activities of subordinates and the effectiveness of the organization. So, the effectiveness of any organization, including general education school, depends on the style of team management. The management style reveals personal qualities of a leader. By developing and improving the personal qualities of leaders and changing the leadership style, it is possible to increase the efficiency of an 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, when managing an educational institution, the problem of attracting and retaining qualified personnel is acute. The limited material and social guarantees from the state do not allow us to limit 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 staff. As a result, the manager educational institution must 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 creative activity, support initiative; delegate powers, develop forms of self-government, public control, trusteeship; attract and competently use additional sources and methods of financing; use new social resources in personnel policy; build their own relationships with other social actors systems; take care of creating the image and maintaining the social status of the school; introduce high technologies into management processes. A modern school leader is not an administrator who knows how to give orders and scolding + bring to the attention the point of view of higher authorities. It is rather like a conductor in an orchestra, where everyone plays their part. With this approach to management, the vertical model and the rigid system of positions disappear - a range of new competencies, freedom of maneuver, awareness and coordination of actions appear. This means that a powerful resource for the development of corporate culture arises. Advanced 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. The idea of professionalism in the education system is changing. Like many modern enterprises, the school today prefers not a narrow specialist performer who knows his subject inside and out, but a teacher capable of solving interdisciplinary problems and regulating human relationships, an active communicator who has a whole set of key competencies. Each employee represents his own company; Every teacher participates in the construction of the school world. Thus, the competitive conditions for hiring in educational institutions are fundamentally changing; other requirements are being put forward, among which the ability to communicate productively, the willingness to improve oneself, initiative and the ability to work in a team play an important role. Of course, these qualities need stimulation and support. A modern head of an educational institution must have in his arsenal a number of measures that guarantee employees corporate support, forming the so-called " teacher's social portfolio". The social portfolio can consist of two parts. The first includes various benefits and compensation payments, subsidies, etc. For example: Free lunch; Compensation for education of employees' children; Subsidy for a travel ticket; Access to the Internet and e-mail; Access to corporate information resources of the institution; Support for professional development; Computer training; Medical care and insurance; Corporate gifts; Provision of interest-free loans and etc. The second part assumes optimization of working conditions: support for initiatives (scientific, methodological, organizational and financial); conducting educational and methodological seminars, workshops, trainings; organizing the process of advanced training and obtaining additional professional competencies; equipping the workplace; corporate network based on intranet-Internet technologies; providing access to databases (Garant, Skynet, etc.); provision of periodicals; provision of special literature, etc. In addition to the “social portfolio”, it is necessary to build a system emotional, psychological and valeological support teachers and employees, which may include: psychological and psychotherapeutic counseling (individual and group); communication training and business games; cycle school holidays and traditions; congratulations; organization of a theater troupe and show group of teachers; organization of group classes in shaping, aerobics, etc. (mixed groups “teachers-parents”); excursions, concerts and entertainment programs etc. Important indicators of the stability of the school community are the level of cultural relations that have developed in the school community and a favorable psychological climate. Therefore, it is necessary to support by regularly holding events aimed at uniting the school community. . Conclusion In Russia, as in many countries experiencing a transition period, large-scale socio-economic reforms are underway. An important component of these reforms are reforms in the education system. The education system that has emerged this millennium is going through a difficult period of renewal. The main task at this stage is to find the correct answer to the question of what should be the management of an educational institution today in order to best promote democracy, an emerging civil society, a new quality of national culture and a new understanding of the phenomenon of globalization of education. The analysis undertaken allows us to draw the following conclusions: Under management An educational institution is understood as a systematic, systematic, conscious and purposeful interaction of management subjects at various levels in order to ensure the effective operation of an educational institution. The management system of an educational institution is a set of coordinated, interrelated activities aimed at achieving a significant goal of the organization. Such activities include management functions, implementation of principles and application of effective management methods. Among the functions of managing an educational institution, the main ones are analysis, goal setting and planning, organization, leadership, control and regulation. These functions have a specific focus for an educational institution and are special, relatively independent types of activities, successively interconnected stages, the full composition of which forms a single management cycle. In the practice of educational institutions, both general and specific management principles are taken into account. Specific principles include: a combination of the interests of children and adults, the pedagogical orientation of management activities at school, the principle of normativity, the principle of objectivity, the unity of pedagogical positions, the combination of state and public principles. The most well-known methods of managing educational institutions at the present stage include methods of making management decisions (brainstorming method, discussion, business game, regulatory method, etc.) and methods of their implementation (methods of collective and individual motivation, administrative methods, etc.) There are several types of organizational structures for managing an educational institution: linear, functional, linear-functional, divisional, project and matrix. The most common organizational structure of an educational institution in modern practice is a linear-functional structure. The vertical management structure of an educational institution is represented by four levels: director - deputies - teachers - students. Each lower level of the subject of management is at the same time an object of management in relation to the higher level. An important element of an effective management system for an educational institution is the management style. Management style is a certain system of methods, methods and forms of management activities preferred by the manager. Leadership style has a great influence on the activities of subordinates and the effectiveness of the organization. Today, the most significant for the head of an educational institution is the reflexive management style, 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. An important indicator of effective management of educational The institution is the stability of the teaching and student staff. Therefore, today the head of an educational institution must find ways to solve the personnel problem using funds from the director’s fund, creating his own system of corporate incentives, benefits, success strategies, taking care of the moral, psychological and valeological factors of the stability of the team. Thus, the concept of management, interpreted ten years ago only as command, today is changing dramatically: it is regulating information flows and communication processes, rather than transmitting orders from top to bottom. This is delegation of authority and joint resolution of key issues; emphasis on competence and moral authority. Coming to an educational institution, a new leader or manager must solve many problems, such as: the problem of management policy in conditions of real competition of educational institutions; the problem of transition to an open and mobile educational system; the problem of attracting and retaining qualified personnel; the problem of finding additional funds and resources for modernization ;the problem of creating conditions that ensure adequate quality of education; the problem of information support and exchange, etc. In the near future, the heads of educational institutions, as well as the entire education system of Russia, will have to work significantly to resolve these problems. Literature

1. Babetov A., Kaluzhskaya M. Communicative environment of the school: experience of the organization: Collection teaching materials to the educational program of advanced training "School management based on communication technologies." - Ekaterinburg: CORIFHEUS, 2003.

What else to read

No-bake marshmallow cake recipe Many people think that making cakes is a labor-intensive and exhausting process. There are a lot of recipes that will dispel...

Vegetable casserole in the oven - recipes with photos Baked vegetables as such are an indispensable component of most diet menus. If you cook them in the oven together...

Predators and prey. Predators and their prey. Who are the predators Nature simply forces some creatures to hunt others. Moreover, some predators are noticeably more ferocious than others. It even comes...

Modern problems of science and education. The function of the organization in the management of an educational institution. inability to manage oneself

Ensuring an effective personnel management system for educational institutions and organizations, regardless of their organizational, legal forms and forms of ownership

Managing the quality of education in a rural educational institution

Order of the Ministry of Education and Science of Russia dated March 24, 2010 No. 209 procedure for certification of teaching staff of state and municipal educational institutions (2)

Model and algorithm of activities of a general education institution in the context of the introduction of new federal state standards of general education with a case study of draft local acts of educational institutions using the example of one educational institution (1)

Download:

Preview:

What else to read

THE LAST NOTES

Categories