COMPONENTS OF THE PRACTICAL AND TECHNOLOGICAL SYSTEM FOR THE FORMATION OF THE MANAGEMENT CULTURE OF THE DIRECTORS OF THE PRESCHOOL EDUCATIONAL ORGANIZATION

Аннотация

Данное исследование направлено на выявление и системный анализ основных компонентов практико-технологической системы формирования управленческой культуры руководителей дошкольной образовательной организации. В https://ijmri.de/index.php/jmsi volume 4,issue5,2025 1085 исследовании освещается понятие управленческой культуры и ее значение в дошкольных учреждениях. В качестве компонентов практической и технологической системы рассматриваются процессы управления, средства коммуникации, инновационные технологии, лидерские качества, а также педагогические и административные ресурсы. Каждый компонент этой системы служит для эффективной организации управленческой деятельности директоров и развития их культуры управления. Результаты исследования могут стать руководством к повышению качества управления дошкольными образовательнымиорганизациямии профессиональному развитиюруководителей. Ключевые слова: управленческие компетенции, Дошкольное образование, зарубежный опыт,инновационноелидерство, стратегическое планирование,цифровое управлениеидр. Stages of Implementation of the Practical-Technological System for Developing the Management Cultureof Preschool Education Organization Directors To effectively implement the system, each stage must be organized step-by-step, systematically, andmethodically. Belowis adetailed description ofeach stage: DiagnosticStage This stage forms the foundation of the system aimed at developing management culture. It helps determine the direction of subsequent stages by assessing the current state and level of directors' management competencies. Assessment includes evaluating directors’ professional knowledge, skills, and personal qualities. Diagnostics are carried out using surveys, psychological tests, and structured interviews covering components ofmanagement culture such as ethics, communication, strategic thinking, etc. Assessment criteria include leadership traits, decision-making accuracy, ability to organize teamwork, and stress tolerance. Outcome: An individualdevelopment map (profile) for each director is created. PlanningStage Based on diagnostic results, a pedagogical and organizational action plan is developed to implement the system. This includes preparing educational materials (training programs, case studies, practical exercises), determining training formats (online, offline, blended), recruiting trainers (psychologists, experienced directors), and preparing resources (rooms, equipment, teaching aids). Theresult is aphased roadmap for system implementation. Implementation Stage This stage involves putting into practice the planned pedagogical and methodological activities aimed at developing directors’ management culture through educational, interactive, and practical sessions. Key activities include: Trainings onleadership, communication, decision-making, conflict management. Coaching sessions forindividual work with directors toidentify personal development directions. Experiencesharing through meetings withadvanced directors, open lessons, seminars. Casestudies focusing onsolving real management challenges. Theseactivities develop directors’theoretical knowledge alongside practical management skills. MonitoringandAnalysis Stage This stage evaluates the effectiveness of the implemented work, dynamics of changes, and achievements. Interim assessments (comparing before and after training), reflective interviews, anonymous feedback collection, and expert observations provide accurate data on system effectiveness, identifying strengths and weaknesses. Reflection and ConsolidationStage The final stage involves directors analyzing their own activities, drawing conclusions for professional growth, and defining ways to consolidateachievements. Reflection activities help directors understand changes and develop strategies for self- improvement. Self-assessment enables independent competency analysis. Professional development plansoutlinefuture growth goals. https://ijmri.de/index.php/jmsi volume 4,issue5,2025 1086 Recommendations, guidelines, andpractical manuals are provided. As a result, directors become ready for independent professional development and begin applying reflective approaches intheir work. AdditionalNotes ontheSystem and Pedagogical Conditions N.Sh. Miryusupova, in her scientific work “Development of Quality Competence of Preschool Education Organization Directors,” identifies pedagogical conditions for organizing professional development of directors’ quality competence. These include organizing short-term courses based on axiological, acmeological, systematic, competence-based, and reflective approaches; psychological-andragogical support; and continuous enhancement of directors’ understanding of educational qualitymanagement. Key pedagogical conditions for developing directors' cultureinclude: Organizational-Methodological Conditions: Regularprofessional development courses for directors. Development ofmethodological guides oninnovativemanagement methods. Opportu