Тошкент давлат педагогика университети ҳузуридаги фан доктори илмий даражасини берувчи бир марталик илмий кенгаш
barriers in innovative activity of education manager»
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- «Socio-psychological
| barriers in innovative activity of education manager» by means of the results of
an empirical study, was revealed the content of social and psychological complications in the teaching activities of education manager. In order to conduct objective empirical research was developed a standardized questionnaire study of the socio-psychological barriers education manager in the condition of innovative activity by modifying the test-questionnaire severity of psychological barriers in educational activity, designed by N.T.Gordetskaya. The results of the study of sorting of empirical research (n = 293) indicate that the managers of education, regardless of the length of administrative activity experience different social and psychological barriers that have a negative impact on the effectiveness of innovative activity. Thus, with the increasing of experience of management, social barriers do not disappear, they are more intense in the fourth group of managers of education - with the experience of 12 to 14 years with respect to education managers of first, second and third groups - with a length of 3 to 11 years. In this regard, it can be assumed that the problem of communication, co-operation with different social groupsacutes more and more with age, acquires significance and relevance. In our opinion, occurs rethinking and reorientation of education manager for mastering instructional techniques on dialogical forms of communication, in professional and management activities increases the experience, amplified the criticality of the views of evaluation of activity of surrounding colleagues and subordinates, increased responsibility and acute psychological sensitivity of manager. Therefore, the accumulation of certain stereotypes and increase of emotional barriers, as well as neurotic states leads to difficulties in communicating with others. However, social barriers in professional activities are updated in the first group of managers of education (3 to 5 years of experience), where in the first place stands the problem of establishing contact with the staff, trainees, difficulties in entering the educational community, the assimilation of norms and values of teaching staff. In the view of the subjects, communication difficulties are associated with personal characteristics of management education. These features often create the preconditions for the emergence of social barriers. The findings suggest that education managers of all groups, without exception, according to seniority have strong innovative stereotypes. In turn, the barriers of the crisis comparing with other types of barriers of education managers of various groups are less recognized. Acutely these barriers
62 manifest themselves in professional activity of education managers of the second (6 to 8 years of experience) and the first group (3 to 5 years of experience). However, the barriers of the crisis are less pronounced in the fourth group (12 to 14 years of experience) of education managers. Vividly crisis barriers are expressed in the third group (9 to 11 years of work experience). Barriers to creativity and innovation are recognized and come out on top in their average severity in the second group of education managers who have experience of education management activities from 6 to 8 years. Education managers of this group have difficulty in perception of innovations, exercise caution and restraint. On the one hand, there is a desire to try their own capabilities in the work, and on the other - semantic and regulatory barriers do not give opportunity for self-realization. Second place in the average severity barrier of creativity takes the first group of education managers, with the experience of 3 to 5 years, and the severity of barriers of innovation in this category of managers is in third place. This phenomenon can be explained not due to reluctance of engaging in creative work, how due to the difficulty of adapting to the professional activities, perfecting its typical techniques, development of necessary teaching skills, a variety of teaching situations and inability to solve them, which leads to a barrier of intense mental states. Third place in the expression of creativity barrier is a third group of education managers, with experience from 9 to 11 years; according to the barrier of innovation it takes the second category. Their fixing is connected with the fact that they become less dependent on leadership; stress and frustration here are not so vividly pronounced as in the first years of operation. Education managers of this group do not simply adopt rules and guidelines, but prepare and carefully analyze them, looking for ways to change and correct something, i.e. can be observed the appearance of minor deviations from the norm, the ability to problematization and search for better forms and methods of teaching. In the fourth group (with the experience of 12 to 14 years of experience) education managers less than others emphasis attention on the barriers, such as creativity and innovation, and occupy the last place in the hierarchy of barriers. This group has already gained a reputation among others. They possessed a high level of performance of teaching activities, can show samples of holding different classes, worked in practice, and their description in the methodological developments and recommendations. Education managers who are experiencing social and psychological barriers, do not realize enough the reasons or contradictions, causing them, do not see the most appropriate ways to overcome them, underestimate the most effective ways to work on themselves. In this regard, special procedures are required in the preparation that are proactive and may attract education manager to the process of self-reflection. In the third chapter of the dissertation called «Socio-psychological жүктеу/скачать 0.64 Mb. Достарыңызбен бөлісу:
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