Oksana Denysiuk
https://orcid.org/0000-0001-8584-0647
Nataliia Tytarenko
https://orcid.org/0000-0002-5837-393X
EDUCATIONAL INDICATORS AS A TOOL FOR ASSESSING THE EFFECTIVENESS OF MANAGEMENT DECISIONS IN IMPLEMENTING ACADEMIC AUTONOMY IN BASIC SCHOOL
Full text (pdf)
Language: Ukrainian
Abstract. The article considers the role of educational indicators in the context of transforming the managerial activity of the principal of a general secondary education institution (GSEI) in the process of reforming school education. It is determined that managerial activity in a modern educational institution has signs of academic autonomy and should be based on the cooperation of the teaching staff both within the educational institution and outside – with the community, which is the customer of educational services. The article focuses on the study of a number of components of the autonomy of an educational institution, namely, academic autonomy as an effective mechanism for the successful implementation of the New Ukrainian School (NUS) general secondary education reform. The authors have identified and analysed key indicators in this area, which were formed and applied during a monitoring study of teachers’ activities conducted by the State Scientific Institution “Institute of Educational Analytics” in 2023. The identified indicators describe the cooperation between the GSEI administration and the teaching staff, such as: areas of teachers’ cooperation within the GSEI, the principal’s support for teachers’ initiatives aimed at improving institutional performance, and the level of trust the principal places in the teaching staff. For example, almost a third of teachers reported that their principal tries to solve all tasks together with colleagues. Conversely, one in ten teachers noted that their principal tended to maintain sole control over all school processes. The latter indicator draws attention to the need to organise additional training for some principals in relation to their evolving role under the NUS reform. Thus, in addition to capturing the transformation processes, the indicators allowed us to make certain assumptions and formulate conclusions for managers to enhance the effectiveness of the reform.
Keywords: general secondary education, indicator, academic autonomy, teachers, NUS reform, education transformation.
https://doi.org/10.32987/2617-8532-2024-4-21-29
Keywords: general secondary education, indicator, academic autonomy, teachers, NUS reform, education transformation.
https://doi.org/10.32987/2617-8532-2024-4-21-29
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