On the basis of the analysis of domestic and foreign philosophical, psychological and pedagogical, scientific and practical researches the theoretical and practical aspects of the problem of management of the educational environment of teachers’ professional development in general educational institutions are considered in the thesis. It is determined that continuity of professional development of a teacher is an integral part of his/her continuous pedagogical education. It is emphasized that continuity of professional development of a teacher is a process aimed at providing opportunities for the teacher to develop throughout his/her professional activity. The essential and content characteristics of the educational environment of the professional development of a teacher in general education institution were investigated, under which we mean a purposefully organized, managed, open social and pedagogical system that provides comprehensive conditions for the development of the personality of a teacher as a specialist, the realization of his/her creative potential and the improvement of his/her professional competencies. It is determined that the educational environment of teachers’ professional development of general educational institution has a structure consisting of managerial, resource, methodological and effective components. The essence of the concept of «management of the educational environment of teachers’ professional development» is revealed as the purposeful, systematic influence of the subjects of management of general educational institution on separate components of its educational environment, aimed at creating conditions for systematic improvement of professional characteristics of teachers in the process of continuous education and self-education. It is clarified that the theoretical and methodological basis of management of the educational environment of teachers’ professional development of general educational institution are the following approaches: systemic, personally oriented, competence, activity, environmental, сultural, synergistic, acmeological, andragogical, axiological, technological, qualimetric, diagnostic. It is proved that the process of managing the educational environment of teachers’ professional development is based on the laws and principles of management. The system of management of the educational environment of teachers’ professional development is developed and theoretically substantiated, which is considered as an integral system through substantiation of the main components of the system: conceptual, target, organizational and managerial, content-technological and evaluation-productive.It was emphasized that the components of the system are consistent with organizational and pedagogical conditions, ensuring of which help the process of managing the educational environment of teachers’ professional development, namely: normative-organizational (assistance to managers in the professional development of teachers through the creation of a purpose-oriented program of development «Professional development of teachers»); motivational (orientation of the pedagogical team to joint team activity in achieving the goal, stimulating the interest of teachers to personal and professional changes); scientific and methodological (creating an educational environment for the professional development of teachers, attracting teachers to active professional development in informal education). Four stages of the technology of management of the educational environment of teachers’ professional development are defined: motivational-value, professional-cognitive, operational-activity, reflexive-evaluation. The analysis was conducted and parameters, factors, criteria of management of the educational environment of teachers’ professional development were determined. The factor-criterion models of evaluation of educational management parameters of teachers’ professional development, assessment of the parameters of professional development of teachers by managers, parents, pupils, as well as self-assessment by teachers of readiness parameters for professional development are developed and implemented in the process of management.
