Horishna O. Change management in the educational process of the institution of general secondary education

The dissertation presents an analysis of the theoretical background and experience of change management practice. The main result of the research is the developed, theoretically grounded and experimentally tested model of the change management system in the educational process of the general secondary education institution. The relevance of the investigated problem is determined by the variability of social processes, the dynamism of the educational environment and the need to use new proven models of change management in the educational process of a general secondary education institution in accordance with the development of modern management concepts. Management representatives defined and substantiated a range of concepts within the framework of the research problem. However, the author proposed definitions that are not yet sufficiently researched, among them: «changes in development»; «changes in the educational process»; «management of changes in the educational process of the institution of general secondary education»; «determinants of change management»; «change management mechanisms»; «prolongation of changes»; «collapsing changes»; «functions of change management subjects»; «mechanisms for overcoming resistance to change»; «quality of change management», «effectiveness of change management»; «change management algorithm». Changes as an object of management in conditions of uncertainty are considered. On the basis of the ascertainment experiment, successes and problems in change management are singled out. The model of the change management system in the educational process of a general secondary education institution is proposed, which contains the following modules: motivational-target, theoretical-normative, organizational-management, diagnostic-corrective, result-prognostic. Each of the modules has its own specific content and structure, purpose and purpose in the management system. Groups of cyclically localized functions of managing changes in the educational process are singled out according to the following criteria: directions of implementation; dynamics; degree of intensity. In each group, functions are defined according to the type of changes. Highly specialized functions of change management subjects differ by job status and are implemented in a defined management hierarchy. It has been established that the process of change management can be carried out in a technological cycle based on the «Prolongation of changes» and «Collapse of changes» mechanisms. The effectiveness of the proposed model of the change management system in the educational process of the institution of general secondary education is proven by experimental verification at the following stages: conceptual-projective, ascertaining, formative-diagnostic, generalizing-prognostic. Mechanisms for overcoming resistance to changes in the educational process are summarized. The essence of the varieties of the nature of management activity in the conditions of changes is singled out and revealed. With the help of a mathematical apparatus, the coefficient of effectiveness of change management in the educational process of a general secondary education institution is determined according to ten parameters. Based on the analysis of statistical data, a conclusion is made about the increase in the index of the quality of change management in the experimental groups compared to the control groups, and the effectiveness of the proposed model of the change management system in the educational process of the general secondary education institution is confirmed. Heads of the educational institution are offered methodological recommendations regarding the introduction of the main elements of the change management system model in the educational process of the general secondary education institution.