Development of Management Styles of Educational Systems from Directive to Integral and Consultative

Peculiarities of management styles of educational systems have been studied, one of the most important of which is the dependence of the management style of the educational system on the level of its development. It is proposed to classify the management styles of educational systems as directive style (management of the education system is carried out only by the control subsystem, other subsystems of the education system implement the management decisions made by the former), a delegate and consultative style (a certain part of the management authority of the control subsystem is delegated to the self-governing bodies of the educational institution – methodical associations of teachers, parents’, pupils’/students’ committees/councils, etc.; when the control subsystem while solving management problems has to consult with the self-governing bodies of the educational institution, but the main management decisions are made by the control subsystem), a coordinative style (all basic management actions are coordinated by the control subsystem with the self-governing bodies of the educational institution), a network and consultative style (the members of the relevant communities of the educational institution – teachers/scientific-pedagogical workers, pupils/students, parents, etc.) are involved in solving management problems in the educational system through network interaction, with which self-government bodies hold systematic consultations), an integral and consultative style (all concerned subsystems of the educational system take an active part in management based on a defined system of coordination procedures).

It has been found that the peculiarities of management styles of educational systems are manifested in the fact that: the management style of the educational system should correspond to the level of its development; the management style of educational systems should ensure a gradual and consistent expansion of the use of principles, functions, and management methods that are dominant for subsequent, more democratic management styles; in different subsystems of the educational system, depending on the level of their development, the appropriate management styles should be used, directing these subsystems at the optimal pace for them to the next phases of development.