BELOVA E., ABRAMOV A. DIAGNOSTICS OF THE LEVEL OF MANAGERIAL COMPETENCE OF SCHOOL TEACHERS IN THE USE OF DIGITAL TECHNOLOGIES. LIFELONG EDUCATION: The 21st Century.
2025. Vol. 13. No. 2. DOI: 10.15393/j5.art.2025.10589


Vol. 13. No. 2.

Education Management in an open global society
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DIAGNOSTICS OF THE LEVEL OF MANAGERIAL COMPETENCE OF SCHOOL TEACHERS IN THE USE OF DIGITAL TECHNOLOGIES

BELOVA Elena N.
Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Information Technologies of Education and Continuous Education, Institute of Pedagogy, Psychology and Sociology
Siberian Federal University
(Krasnoyarsk, Russian Federation)
ebelova@sfu-kras.ru
ABRAMOV Aleksey N.
Teacher of the Center for Digital Transformations of Education
Krasnoyarsk Regional Institute for Education Development
(Krasnoyarsk, Russian Federation)
abramov@kipk.ru
Keywords:
managerial competence of a teacher
digital technologies in education
diagnostics of competence
professional development of a teacher
additional professional education.		 Abstract: in the context of rapid digitalization of education, teachers face new challenges that require not only mastery of digital tools, but also the development of managerial competence that ensures successful management of professional pedagogical activity using digital technologies. The article considers the problem of diagnosing the level of managerial competence of school teachers in the field of digital technologies. The relevance of the study is due to the need to identify teachers' deficiencies in the field of managing their pedagogical activity, the educational process, which includes goal setting, planning, coordination, monitoring and analysis of learning outcomes using digital resources. The purpose of the article: to theoretically substantiate the approach to diagnosing the level of development of managerial competence of school teachers in the use of digital technologies and to describe the results of this diagnosis at the initial stage of experimental work.
Research methodology: system-activity, personality-oriented and competence-based methodological approaches. Theoretical methods were used: analysis, systematization; empirical: survey, questionnaire, testing; statistical: Student's t-test, methods of mathematical data processing) and diagnostic methods: «intellectual leader», «self-assessment of professional pedagogical activity management», «methodology of motivation for success», «reflexive sociability test (RST)». The paper presents an analysis of existing approaches to defining and assessing the managerial competence of teachers, identifies cognitive-self-educational, managerial-activity, motivational-volitional, reflexive-evaluative components of this competence, indicators of their manifestation, and names diagnostic methods. The results of the ascertaining stage of the empirical study are described. Data analysis showed that most teachers experience difficulties in applying digital technologies in managing the educational process, which requires the development and implementation of specialized advanced training programs aimed at developing managerial competencies in the digital environment.
Paper submitted on: 03/20/2025; Accepted on: 05/22/2025; Published online on: 06/26/2025.

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DOI: http://dx.doi.org/10.15393/j5.art.2025.10589