РЕЗУЛЬТАТИ КОНСТАТУВАЛЬНОГО ЕКСПЕРИМЕНТУ ЩОДО ВИЗНАЧЕННЯ ПОКАЗНИКІВ СФОРМОВАНОСТІ УПРАВЛІНСЬКОЇ ПРОФЕСІЙНОЇ КУЛЬТУРИ МАЙБУТНІХ МЕНЕДЖЕРІВ ОСВІТИ
The results of the ascertaining experiment on determining indicators of the formation of managerial professional culture of the future education managers.
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The author in the article considers the results of the ascertaining experiment on determining indicators of the formation of the managerial professional culture of the future education managers at two universities. During the pedagogical research the following methods were used: an interview (a discussion, an interview, a survey), an observation, testing, studying of undergraduates’ creative works, processing and interpretation of empirical data (analytical, statistical and comparative analysis); a set of methods for psychological and pedagogical diagnostics and self-diagnostics. A set of creative tasks and tests that helped to reveal the degree of the professional competence formation among the future education managers was developed. Incoming diagnostics as the first stage of experimental work was focused on determining the level of the previously acquired level of competence in reference to its theoretically defined components, on the students’ attitude towards the formation of professional competence in general, and also on the defining of a value hierarchy among the future managers. The research of competence components provided for the identification of their implementation degree (formation) and their special formation assurance in the training process for the future education managers. Knowledge and skills of future education managers are mostly general, not systematized, fragmentary, but it must be stated that future heads of educational institutions are familiar with certain managerial regulations in regard to the activities of a comprehensive school manager, and the situation with the understanding of the activity of a higher education institution manager is much worse. Thus, the experiment made it possible to verify that the competence of teachers does not have narrow professional boundaries, since they require a constant comprehension of pedagogical, social, psychological etc. problems related to education, first of all - with the issues of effective management of educational organizations.
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