普通中等教育机构校长在变化条件下的学术胜任力

Valentyna HLADKOVA
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The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. 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引用次数: 0

摘要

本文的目的是确定普通中等教育机构负责人心理能力的结构和内容、最新技术、心理和心理条件及其生产性发展的因素。本文揭示了普通中等教育机构负责人管理能力的本质。指出它包含了特殊类型的能力,其中学术能力起主导作用,是管理人员专业性的最重要条件。普通中等教育机构负责人的心理学能力是在能力及其特殊类型的研究空间中:社会能力、专业能力(自专业能力)、个人社会感知能力、自心理能力、心理教学能力、冲突能力、交际能力、反危机能力和其他能力。形成管理(汽车职业)能力的算法涉及以下阶段的顺序实施:实现个人和职业问题;自我转化活动主体的形成;自我转化行动的指示性基础任务;形成自我转化活动的操作和技术组成部分;从外部(物化)行为向内部(心理)行为的过渡。评价自我专业能力的指标有:行为灵活性和智力灵活性;适应性;自我管理的能力(自我发展、情绪状态);高水平的动机主要是为了自我完善和自我实现的过程;自我评估是否充分;对职业的自我认同等。普通中等教育机构校长的学术能力在结构上是以下组成部分的统一:认知、调节、反思、规范和沟通,而这些又表现为动机和个人素质以及操作性的学术知识和技能。普通中等教育机构校长的学术能力发展的标准是其水平、教学人员的个人和发展水平、个人和专业发展的生产力以及自我发展。揭示了普通中等教育机构负责人学术能力发展的学术算法结构:相关学术知识和管理知识的积累和理解;形成管理个人和专业发展以及自我发展过程所需的心理和心理能力和技能;学术能力的反思及其进一步发展。发展普通中等教育机构负责人的学术能力的主要学术条件是:形成教育领域的专业需求,提高教学活动的社会地位和声望,为发展提供必要的资源机会,在教育机构中创造一个学术环境。论述了普通中等教育机构负责人专业自我提升的本质和特点,认为这是一个自觉、有目的的提高自身专业(管理)能力水平和发展专业重要素质的过程。
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ACMEOLOGICAL COMPETENCE OF THE HEAD OF A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONDITIONS OF CHANGES
The purpose of the article is to determine the structure and content of acmeological competence of the head of a general secondary education institution, the latest technologies, psychological and acmeological conditions and factors of its productive development. The article reveals the essence of managerial competence of the head of a general secondary education institution. It is noted that it includes special types of competences, among which acmeological competence plays a leading role as the most important condition for the professionalism of management personnel. The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. Indicators for evaluating self-professional competence are: behavioral and intellectual flexibility; adaptability; the ability to self-manage (own development, emotional states); a high level of motivation mainly for the process of selfimprovement and self-realization; adequacy of self-assessment; self-identification in the profession, etc. Acmeological competence of heads of general secondary education institutions is structurally a unity of the following components: cognitive, regulatory, reflective-status, normative and communicative, which in turn are manifested in motivational and personal qualities and operational acmeological knowledge and skills. The criteria for the development of acmeological competence of the head of a general secondary education institution are its levels, and both individual and levels of development of the teaching staff, the productivity of personal and professional development and self-development. The structure of the acmeological algorithm for the development of the acmeological competence of the head of the institution of general secondary education is revealed: the accumulation and understanding of the relevant acmeological and managerial knowledge; formation of psychological and acmeological abilities and skills necessary in managing the processes of personal and professional development and self-development; reflection of acmeological competence and its further development. The main acmeological conditions for the development of the acmeological competence of the head of a general secondary education institution are defined: the formation of the need for professionalism in the field of education, increasing the social status and prestige of pedagogical activity, providing the necessary resource opportunities for development, creating an acmeological environment in an educational institution. The essence and features of the professional self-improvement of the head of a general secondary education institution as a conscious purposeful process of increasing the level of one’s own professional (managerial) competence and the development of professionally significant qualities are considered.
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