FEATURES OF EDUCATIONAL MANAGEMENT UNDER THE CONDITIONS OF MARITAL STATE

Abstract

The article reveals the main content of the education manager’s activities under martial law. After all, the issue of the quality of school education remains relevant even in such a difficult period that Ukraine is
currently experiencing. It has been found that the management subsystem of the school in such conditions becomes an important factor in the full functioning of general secondary education institutions. It was determined that the quality of education in general secondary education institutions depends on the effectiveness of school management. An analysis of scientific sources was carried out, which shows that the conceptual principles of educational management are sufficiently developed in Ukraine, and the system of managing educational changes was investigated. Thus, in the works of G. V. Yelnikova, L. M. Kalinina, O. I. Kasyanova, O. I. Marmazy, T. I. Sushchenko highlighted the problems of educational management in innovative conditions. Peculiarities of management of institutions of general secondary education were reflected in the researches of N. M. Bibyk, V. I. Maslova, N. G. Protasova, A. I. Prokopenko. In their research, scientists note that modern educational management is constantly being updated, the functional composition of the manager is expanding, and new management technologies are being introduced. The peculiarities of the introduction of anti-crisis management into the management system of institutions of general secondary education are considered. The problems of anti-crisis management, which were reflected by both domestic and foreign scientists (I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk). It was found that the scientists came to a conclusion about the specifics of anti-crisis management techniques and methods. The peculiarities of the introduction of anti-crisis management into the management system of institutions of general secondary education are considered. The problems of anti-crisis management, which were reflected by both domestic and foreign scientists (I. Ansoff, L. G. Blyakhman, O. P. Kavtysh, O. A. Karpenko, I. I. Kolyadenko, T. M. Sorochan, I. A. Usyk). It was found that the scientists came to a conclusion about the specifics of anti-crisis management techniques and methods. The content of such management is revealed, which is characterized by constant observation, detection and localization of problematic phenomena that occur in the educational environment of an educational institution; prevention of crisis situations; able to determine the necessary resources to stabilize the activities of the teaching staff. It was determined that the management of educational institutions under martial law requires the manager of school education to master the basics of anti-crisis management as a new strategy for managing an educational organization. It has been proven that the management of general secondary education institutions under martial law requires competent orientation in emergency situations, effective personnel and information policy, high-quality organization of the educational process, favorable conditions for remote work, and the ability to establish partnerships with all social partners. Three main tools of anti-crisis management are identified. Among them: monitoring and diagnostics based on indicators of the state of the organization, planning and development of an anti-crisis strategy, and controlling. The main principles of anti-crisis management in the conditions of martial law are determined, in particular: diagnosis of crisis phenomena according to the level of their danger; responsiveness to danger; timeliness of management decisions, their legality; constant control over the implementation of management measures. The main areas of implementation of the situational approach, which must be taken into account when making management decisions in difficult situations, are revealed. Among them: a critical analysis of an emergency situation, which allows you to assess it from all sides and make the right management decision; the selection of approaches that would best meet the requirements for ensuring an exit from an emergency situation; prediction of probable consequences, both
positive and negative; determination of the most important factors of this situation that affect its outcome; ensuring the flexibility of the management subsystem of the school to solve an urgent problem; coordination of management techniques for solving a specific situation with the educational goals of the general secondary education institution. The content of the motivational function of the education manager is defined, which includes: ensuring teamwork of participants in the educational process; effective use in personnel management of modern methods and tools that ensure the quality of the educational process; organization of measures to increase the responsibility of pedagogical workers for the fulfillment of state education standards. It has been proven that the management of general secondary education institutions under martial law requires competent orientation in emergency situations, effective personnel and information policy, high-quality organization of the educational process, favorable conditions for remote work and the ability to establish partnerships with all social partners.