Тошкент давлат педагогика университети ҳузуридаги фан доктори илмий даражасини берувчи бир марталик илмий кенгаш
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CONCLUSION. 1. Innovative activity of education manager is a special activity, that requires extra preparation and is essentially a result of the creative, creative searchof original, unconventional solutions to pedagogical problems, both by education managers, and jointly with the team. The innovation process consists of formation and development of the content and organization of a new and effective ways in the professional activity of the person. Mostly recognized and generalized criteria used for evaluation of the innovative activity in education, are novelty, optimality, efficiency, the possibility of creative applications in mass practice. 2. One of the effective tools for solving problems of quality training is a system of preparation of education managers in the course of professional activities. 3. Readiness of education manger to innovative activity is defined as the integral education, special personal status, which assumes presence at the the subject of the image structure of actions and constant focus on the consciousness of his execution. 4. There is a negative impact of the teaching activities on personality of education manager, which in its essence is a specific socio-psychological manifestation and prevents a manager from taking a proactive stance in
69 implementation of the effective innovation activity. These manifestations rightfully can be interpreted as socio-psychological barriers that are considered as state experiences, stop or break, and even collision with an obstacle. 5. The results of the survey (with the help of the developed standardized Questionnaire on study of socio-psychological barriers of education manager in the context of innovative activity by modifying the «test questionnaire severity of psychological barriers in teaching activities», interviews (n=293) indicate that the managers regardless of experience of administrative activity experiences different socio-psychological barriers that have a negative impact on the effectiveness of innovative activity. Thus, with the increase of experience of management activities, education managers social barriers do not disappear, they appear to be even more intense at the managers. in this case, the education managers who are experiencing socio psychological barriers, do not realize enough the grounds or contradictions causing them, can not see the most appropriate ways to overcome them, underestimate the most effective ways of working on themselves. In this regard, special procedures are required during the preparation of education managers. 6. Conducting of expert evaluation by a specially designed questionnaire followed by factor analysis allowed us to determine the of twenty conditionally (theoretically) allocated eleven statistically significant criterion for assessing innovative activity of education manager in modern context of higher education institutions. 7. In order to reliably determine efficiency of innovative activity of education manager in modern conditions, selected on the basis of eleven statistically significant criteria was developed standardized diagnostic technique. 8. According to the obtained results of the study (n=293) using a standardized methodology was found that the prevalent number of (32.4%) education managers have an average level of innovation performance. 9. To determine the reliability of the statistical influence of theoretically selected components of preparedness of education manager for innovation performance in a higher educational institution, we performed appropriate peer review (n=187) on a pre-designed questionnaire. According to the results was conducted factor analysis, which allowed us to identify five factors that combine statistically significant components of readiness of education manager to innovative activity in terms of higher education institutions: motivational, communicative; co-creative, contact and organizational. In its composition and content these factors are interrelated, have mainly socio-psychological character, and in this connection, they can be interpreted as a socio-psychological characteristics of education manager. 10. On the basis of the results of the factor analysis, we have developed a standardized questionnaire with relevant (factors) diagnostic scale. According to the study (n=198) with the help of the developed questionnaire an analysis on frequency of encountered socio-psychological characteristics, taking into account groups of effective and less efficient education managers which allowed to state
70 that the socio-psychological characteristics of less efficient education managers have significant differences from the socio-psychological characteristics of effective. So the managers effectively carrying out innovative activity in terms of higher education institutions, are characterized by high motivation, communicative capacity, exercising in professional activities co-creation, possess developed contact, organizational skills, enjoy a well-deserved reputation in the team, they know how to tactfully resolve conflict situations. 11. For the purpose of socio-psychological training education managers to innovative activity, we developed a special model which focuses on the creation of effective integrated treatment (activation, improvement) for socio-psychological characteristics within the allocated previously significant factors of effective education manager in terms of innovative activity. In its content, designed model includes three main parts and related occupations in which are conducted surveys, workshops, mini-lectures, etc. Conducted research before and after preparation followed by analysis on frequency of occurring features, as well as study of the outcomes of observation and interviews (feedback) during the preparation, allowed us to allocate dynamic changes in socio-psychological characteristics of education managers in the experimental group, positively affecting on innovative activity as a result of the undertaken measures.
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