THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF EDUCATION QUALITY MANAGEMENT IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article presents a theoretical generalization of the issue of education quality management in general secondary education institutions under conditions of contemporary social transformations. It is substantiated that education quality is a complex, dynamic, and multidimensional socio-pedagogical category that cannot be reduced to mere formal compliance with regulatory requirements. The philosophical and normative dimensions of the conceptualization of education quality are examined; its outcome-oriented, process-oriented, and value-based aspects are outlined, as well as the role of stakeholders in shaping expectations regarding educational outcomes. The factors influencing education quality and approaches to its assessment are analyzed, including the operationalization of educational goals and learning outcomes and the use of monitoring data for managerial decision-making.
The essence of education quality management is defined as a specific type of social management aimed at ensuring the stability and development of the educational system. The structural logic of this activity is demonstrated through strategic goal-setting, organization and monitoring of processes and resources, and feedback mechanisms for evaluating performance and adjusting managerial actions. The principle of duality in management, which combines maintaining the achieved level of quality with managing system development, is substantiated.
The three-level structure of the methodological foundations of quality management in general secondary education institutions is revealed: the philosophical level (dialectical approach, ideas of humanization and democratization of education, E. Deming’s principles), the general scientific level (systems approach, TQM principles, ISO 9000 standards), and the specific scientific level (regularities of pedagogical management, pedagogical qualimetry, adaptive school theory). It is proved that the integration of these levels forms a conceptual basis for building an internal quality management system capable of ensuring adaptability, sustainability, and continuous improvement in the functioning of an educational institution.