The thesis investigates scientific and pedagogical problem of public school management system modernization in the Netherlands, analyzes theoretical principles of management science development through evolution of theories of management. The main Dutch education management system principles are defined, such as system organizational, system procedural and system functional principles. System organizational principles are considered in accordance with school as educational organization role, relations and management models. Different models of educational organization by Dutch researchers are outlined. System functional principles were examined due to functions of the main players of education management system at each level. It is stated that, except of national level of education administration (Ministry of Education, Culture and Science), education in the Netherlands is governed at local and school levels. The main functions are performed at school level that comprises of school heads, community and parents representatives. System procedural principles are viewed through the main player's (director's) professional training. Each school board is considered to define their own rules and director's duties, requirements to his professional development. Professional training of school leaders is not official, while length of service, moral qualities, team work, creativity and innovative thinking are of great importance. The main tendencies of modernization of school management system at macro-, meso- and micro-levels are defined in accordance with political, economic and social factors. At macro-level the following economic tendencies have been analyzed: market approach to school administration, new ICT introduction into schools, formula funding of educational establishments. The political tendencies represent globalization, integration, democratization, decentralization processes and school autonomy. To social tendencies we refer demography processes in the Netherlands, individualization, change of director's role towards director-leader, change of teacher-pupil relations, attraction of parents and community into school management on the basis of collaboration and dialogue. According to state policy of the Netherlands regulatory and legal framework of modernization of public school management system through the analysis of educational legislation, position of political parties, government and non-government organizations is outlined at meso-level. Among the main political tendencies at meso-level have been named decentralization, deregulation and democratization processes. It is stated that high quality results of the Dutch education are reached mainly because of the long history of decentralized model in educational management together with a lot of freedom and autonomy given to schools. Under the article 23 of the Dutch Constitution it is mentioned that the key feature of the education in the Netherlands is the freedom: 1) to found schools and determine school philosophy (administrative autonomy); 2) to organize the teaching and determine the principles of education (curriculum autonomy); 3) to administer funds (financial autonomy). These tendencies are regarded to be positive, because they facilitate democratic approach to distribution of administrative functions from central government to local authorities, from local authorities to directors who know best what their school needs. The main tendencies of Dutch school management system modernization at micro-level are defined. These include: 1) change of director's functions from administrator to manager, and finally, to leader; 2) transformation of school leaders' role towards democratic model; 3) attraction of community to processes of school management. Attention is paid to parental involvement and possibilities to take part in decision-making at school. Unlike in Ukraine, the educational management in the Netherlands is more democratic; the system of education is more open to the participation of society in educational decision-making. The thesis highlights the main problems and weaknesses of the Ukrainian educational management system processes at different levels, such as: corruption in the educational system, old methods of financial and material resources; centralisation, a lack of school autonomy which results in an overload of bureaucracy and excess of control; a lack of democracy, social accountability, readiness for innovations in education; insufficient parental participation, community involvement in school management. Based on positive Dutch school management experience, the recommendations have been given at the legislation, methodology, administrative, and school levels. At the legislation level it would be necessary to improve legal framework in conformity with the European and World standards of state administration structure, directed towards decentralization processes. At the methodology level it would be sufficient to pay attention to leaders' professional development, their responsibility and autonomy in decision-making. At the administrative level it would be helpful: 1) to modernize school community bodies; 2) to create conditions for their active participation in school council and parental committees; 3) to give them real power in decision-making. At the school level it is obligatory to facilitate dece
