Psychological and pedagogical principles in modern educational management: influence and development prospects

Introduction. The incorporation of psychological and pedagogical principles into school management processes significantly impacts the overall effectiveness of the educational experience. It fosters an optimal learning environment and supports the comprehensive development of students. Aim. This study aims to examine the influence of fundamental principles of educational psychology on the organisation of management processes within contemporary schools. Methodology and research methods. The representative sample comprised 96 principals from accredited secondary schools in the Casablanca-Settat region of Morocco. A combination of two questionnaires, TALIS and QADAPS, was utilised for data collection. For further analysis, the statistical ANOVA test was conducted using SPSS 28 software and Microsoft Office Excel 365. Results. It has been established that 85.5% of schools implement conflict resolution programmes designed to foster socio-emotional competencies among participants in interactions. A significant majority of educational leaders (94.6%) recognise that the regulation of emotional processes plays a crucial role in students’ development. Additionally, 72.9% of schools actively employ cooperative practices that enhance the social and emotional growth of their students. Notably, 77.1% of administrative staff consider psychological and pedagogical principles to be foundational to the educational mission of their institutions. Furthermore, 84.4% of schools apply differentiated approaches to address the special educational needs of participants in the educational process, with 87.8% of school principals incorporating psychological principles into educational policy and practice. However, only 17.7% of schools have established policies that promote a positive school climate. Scientific novelty. For the first time, a study was conducted to examine the impact of psychological and pedagogical principles on administrative processes within the regional school system in Morocco. Practical significance. The findings of the study can be utilised to incorporate psychological and pedagogical principles into the management of a contemporary school.

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