Психолого-педагогические принципы в современном управлении образованием: влияние и перспективы развития

Введение. Включение психолого-педагогических принципов в процессы управления школой влияет на эффективность образовательного процесса в целом, создает оптимальную среду обучения и способствует общему развитию учащихся. Цель – исследовать влияние фундаментальных принципов педагогической психологии на организацию процессов управления в современной школе. Методология, методы и методики исследования. В репрезентативную выборку вошли 96 директоров квалифицированных средних школ в регионе Касабланка-Сеттат в Марокко. Использовалась комбинация двух опросников – TALIS и QADAPS. Для дальнейшего анализа применялись статистический тест ANOVA в программном обеспечении SPSS 28 и Microsoft Office Excel 365. Результаты. Установлено, что 85,5 % школ реализуют программы по разрешению конфликтов, направленные на формирование социально-эмоциональных компетенций у участников взаимодействия. Подавляющее большинство руководителей образовательных организаций (94,6 %) отмечают, что регуляция эмоциональных процессов вносит важный вклад в развитие обучающихся. Кроме того, 72,9 % школ активно внедряют практики сотрудничества, способствующие социально-эмоциональному развитию учащихся. Важно отметить, что 77,1 % административных работников рассматривают психолого-педагогические принципы в качестве фундамента для реализации образовательной миссии учреждения. 84,4% – применяют дифференцированные подходы для удовлетворения особых образовательных потребностей участников образовательного процесса, причем 87,8 % директоров школ интегрируют психологические принципы в образовательную политику и практику. 17,7 % школ проводят политику, способствующую созданию позитивного школьного климата. Научная новизна. Впервые осуществлено изучение воздействия психолого-педагогических принципов на процессы административного управления в системе регионального школьного образования в Марокко. Практическая значимость. Результаты исследования могут быть использованы для интеграции психолого-педагогических принципов в процессы управления современной школой.

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