DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF THE HEAD OF AN EDUCATIONAL INSTITUTION IN THE CONTEXT OF MODERN EDUCATIONAL TRANSFORMATIONS

Abstract

The paper analyzes the specific features of the development of the professional competence of the head of an educational institution in the context of contemporary educational transformations. It is substantiated that profound transformations of the educational process caused by martial law conditions, prolonged power outages, forced migration of participants in the educational process, increased psycho-emotional stress, and rapid development of educational digital technologies have significantly updated and expanded the content of the professional management competencies of the head of an educational institution.
Based on the analysis of international approaches and the results of the TALIS study, the key principles of an educational manager’s professionalism are outlined, including professional training, professional autonomy, ethical regulation, participation in professional communities, and social recognition. The directions for updating managerial competence in war and post-crisis conditions are determined, in particular, the strengthening of digital, crisis-management, social-emotional, communicative, inclusive, and strategic-forecasting components.
The possibilities for developing managerial professional competence through the integration of formal education with informal and innovative formats of professional growth—such as self-directed learning, coaching and mentoring, participation in professional communities, internships, and practice-oriented educational experiments—are analyzed. It is demonstrated that the effectiveness of managerial activity depends on the manager’s ability to integrate diverse trajectories of professional development, to engage in reflective analysis of their own management practice, and to adapt their competency profile to dynamic changes in the educational environment.
Prospects for further research are outlined, particularly the development of updated competency models for heads of educational institutions that take into account crisis and post-crisis contexts, as well as empirical studies on the effectiveness of various formats of professional development for managerial personnel.