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Functions of management of a general educational institution.
School management is an activity aimed at making decisions, organizing, controlling, regulating in accordance with a given goal, analyzing and summing up on the basis of reliable information. The central place in the process of solving many problems of school management belongs to the head of the school and the teacher, who have to face new tasks of increasing complexity and bear responsibility for the decisions made and the final results. They carry out intra-school management, that is, purposefully and consciously interact within the framework of a holistic pedagogical process based on the knowledge of its objective patterns in order to achieve the optimal result.
Experience and intuition are increasingly unable to ensure the adoption of a satisfactory and even more optimal solution in practice. This is where control theory comes in.
What gives in practice knowledge of the system of intra-school management?
Firstly, it allows you to change the management process, create an atmosphere of respect, trust and success for each member of the school team.
Secondly, it realizes the opportunity to move away from the vertical command-administrative style of management and switch to a horizontal, professional style of cooperation. The corporate style of management takes into account the individual qualities of each person and implements a personality-oriented approach to his activities.
Thirdly, it opens up an opportunity for the development of each personality, which relies primarily on the motivational orientations of teachers.
Fourthly, it provides an opportunity for the formation of an intra-school culture that creates psychological and pedagogical comfort for all participants in the educational process.
In different schools, the process of management proceeds in different ways. The main role here is played by the content of the management process, which is determined by its goals, principles, methods, functions, the specifics of education, the level of this body in the general system of management bodies. For example, if a school considers improving the learning process as a goal to improve the quality of knowledge and skills of its graduates preparing to enter a university, then the main goal of management is to provide conditions for improving the learning process. The main attention is paid to the level of teaching, professional and methodological training of teachers, the work of methodological associations in subjects, the establishment of more stringent discipline in the classroom and a number of other areas of work. In accordance with the purpose, principles and methods of management are selected. To achieve this goal, an authoritarian management style can also be chosen.
The content of management can become completely different if the goal for the school is the creation of an authoring system. In this case, the basis of management is the creation of the most favorable conditions for the activities of innovative teachers and the further dissemination of their experience to the activities of other teachers in the school.
However, the content of management can be different not only in terms of goals, methods and principles of educational institutions. There is also a difference in the sphere of management itself. There are three fundamentally different components of management. First – this is the hierarchy of the organization, where the main means is the impact on a person “from above” (using the main functions of motivation, planning, organization and control of activities, as well as the distribution of material wealth, etc.). Second – internal culture of activity, i.e. developed and recognized by society, organization, group of values, social norms, attitudes, behaviors that make a person behave one way and not another. Third – it is a market, i.e. equal relations “horizontally”, based on the purchase and sale of products and services, on property relations, on the balance of interests of the seller and the buyer.
In real social and economic systems, these three components coexist, and the shape of the socio-economic organization of society is determined by which of these components has priority.
In management theory, the following main management functions are distinguished: analysis, planning, organization, control. These functions can be considered as relatively independent activities. Meanwhile, all of them are interconnected and successively, gradually replace each other, forming a single management cycle.
Information analysis. Effective school management begins with the creation or transformation of an information management system. It is based on pedagogical analysis - the study of the state and trends in the development of the pedagogical process, an objective assessment of its results, on the basis of which managerial decisions are developed. Information analysis is a management function aimed at studying the actual state of the school and its environment, assessing the results of the pedagogical process and developing regulatory mechanisms for the further activities of the school.
School leaders should have information about the state and development of processes in those subsystems for which they are responsible and on which they are called upon to exert managerial influence. At the first stage of creating an information support system, the main goal is to model and organize the simplest information support. The second stage will be the creation of a data bank on several thematic blocks: the quality of knowledge and the quality of teaching; level of upbringing and educational work; work with teaching staff; working with parents, the public and businesses; organizational issues of creating conditions for education; the state of intra-school management; material and technical base; information about students, teachers, etc.
A necessary condition for analyzing the activities of the school and the conditions prevailing in the microdistrict is the availability of complete and reliable information. It is important to impose increased requirements on the selection of information, namely: information must be, firstly, minimally complete in its scope, and secondly, extremely specific.
In integral systems of information-analytical activity, the content, volume and sources of information (who reports) are determined, information flows are formed that arrive at various levels of management. For each subsystem - managing and managed - there are three levels of information. So, for the school there are: administrative and managerial level (director, deputy for educational work, deputy for out-of-class and out-of-school work, deputy for administrative and economic part, dispatcher, etc.); level of collective management (School Council, Pedagogical Council - the highest self-government body of the teaching staff of the school, methodological council and methodological associations in academic subjects, scientific departments, public organizations); level of student self-government.
Timely, reliable and complete information for school leaders and teachers stimulates the emergence of motives that encourage activity. Information collected from various sources then goes through the stage of pedagogical analysis. Analysis not only provides knowledge about ongoing processes and phenomena, but also allows us to assess their depth and significance for the current school.
For the school, the analysis of its results is of great importance. At the moment, the emphasis is shifting from the analysis of intermediate results to the analysis of final results. There are four main stages in conducting a pedagogical analysis of the final results of the school's activities.
First stage– definition of the subject, composition and content of the analysis. Information is collected on the state and development of the educational process, management activities for the period of the academic year. This information is classified according to the main blocks, the purposes of its analysis are determined. Then each part of the subject of analysis is evaluated using quantitative and qualitative indicators, factors and conditions, methods, means and impacts that positively and negatively affect the development of the school are identified.
Second phase is reduced to a structural-functional description of the subject of analysis.
On third stage cause-and-effect relationships are analyzed in order to find out the cause of a particular phenomenon.
The final stage - fourth- establishing the facts of achieving goals. The final conclusions are formulated, argued by objective data, goals and main tasks for the new period; the received materials are usually submitted to the teachers' council at the end of the academic year.
These are the components of one of the most important functions of management - analytical. The main condition for its implementation is systematic work with managerial and pedagogical personnel.
Planning is the basis of management and the most important stage of the management cycle. Planning can be defined as a specific mapping of the forthcoming progress of work in its general strategic directions and in the smallest details.
Planned plans must be scientifically substantiated, take into account real resources and opportunities, and the consequences of the decisions made. Effective planning requires a combination of long-term forecasting and current planning, and coordination of plans at all levels of management. When defining goals and objectives in a general education school, it is advisable to comprehensively justify the ways to achieve them, taking into account all aspects of the development of the education system: political, economic, legal, social and pedagogical.
Goal setting is a key element of planning. school activities. Target – it is a conscious desired outcome. Target selection – starting position, the first stage of management, its most creative component. According to the source and method of formation of goals, both at the level of an individual and at the level of any organized social system, such as a school, goals can be internal (initiative), i.e. formed by a person or a social system independently, or external, if they are set from outside. This takes place in the case of pedagogical systems for which goals are set by society.
When setting goals, the issue of delimiting the concepts of “task”, “goal”, “ideal” is of particular importance. Task – this is a realistically achievable result in a given period of time and under certain conditions. The goal involves achieving the desired result over a longer period of time, i.e. the goal is specified in the tasks, and the totality of the solution of these tasks leads to the achievement of the goal. Ideal or super task – it is that seldom achieved desired result, which can be constantly approached.
The division of goals and objectives (according to their significance and time of achievement) into strategic, tactical and operational has become widespread in the scientific literature. Under strategic goals understand the long-term expected result. Tactical tasks are intermediate desired results in the foreseeable future, and operational tasks – desired result at the moment.
As one of the main elements in management, planning must meet a number of fundamental requirements, which are as follows: the unity of the target setting and implementation conditions; unity of long-term and short-term planning; implementation of the principle of combining state and public principles in the development of forecasts and plans; ensuring the integrated nature of forecasting and planning; stability and flexibility of planning based on forecasts.
An analysis of the existing practice of planning the work of schools made it possible to identify certain shortcomings of this type of management activity. These include: high density of plans, uneven distribution of planned tasks between performers, uneven distribution of main activities by months, planning of unrealistic tasks, inefficient organization of work in the implementation of the plan, unscheduled tasks, lack of control and self-control, imbalance of activities in the managed and managing subsystems, etc.
Practice confirms that the objective conditions require adjustment, clarification of plans in the process of their implementation. However, a scientifically organized system for the formation of plans and programs minimizes the number of such amendments at all levels of government. In order to streamline planning, it is advisable to use the following system of plans: long-term plans and comprehensive target programs; annual plan (with the inclusion of blocks of complex targeted programs on the most acute problems); calendar plans for the month; individual work plans for teachers for a month. When developing a plan, it is important to determine the indicators of specific final results for the past academic year and, on their basis, build possible forecasts for the development of the school for the new period.
One of the effective ways to improve planning is the introduction of complex-targeted planning (or complex-targeted programs). The target program is compiled at the school for the implementation of problems that need to be addressed immediately. The core of the target program – a general goal communicated to each school unit and performer. The structure of a comprehensive target program should include: a brief description of the state of the problem, its place and role in the general school plan; general purpose; a system of tasks (subgoals) communicated to the performers; indicators characterizing the success of achieving the goal; deadlines, performers; information support for managing the process of solving problems; monitoring the progress of the program; current and final analysis; regulation.
Complex target programs are often drawn up in the form of a table or in graphical form, then all goals, objectives, a set of methods, means and impacts are presented visually on one sheet. This form of plan becomes a guide to action.
Organization of activities. In the chain of related stages of the management cycle, there is a special stage on which the quality of functioning and development of the school depends - the organizational stage, characterized as the activity of the subject (object) of management in the formation and regulation of a certain structure of relations and interactions necessary to effectively achieve the goal.
Organizational relations can be defined as connections between people established regarding the distribution of powers and assigning to them the functions of their joint activities. Organizational relations exist objectively and reflect the processes of division and cooperation of labor.
The organization in the intraschool management system is aimed at forming the managing and managed subsystems, determining the rights and powers for each level of management. When determining the functional responsibilities of employees in each subsystem, it is important to take into account the functional regulation and the principles of their distribution: the correspondence of the assigned powers and the rights represented to its official position, organizational abilities, the level of general culture and professional readiness, the compliance of the content of the activity with the individual capabilities of the individual. All this leads to the determination of the measure of personal responsibility of each participant in the pedagogical process at any level of management for the results of the school, increasing the role of the human factor in improving the education and upbringing of children and students in accordance with the requirements of today.
Methods, i.e. methods, means and influences underlying the structure of organizational activity, take into account the specificity of the object and subject of management in the system of organizing interaction (relations) and are divided according to purposefulness (direct and indirect), forms (individual and collective), methods, means and influences (moral, material, disciplinary, etc.). The methods that determine the organizational and executive activities of school leaders, based on the pedagogical focus on the subject (object), can have a variable combination for optimal achievement of the organization's goals.
Currently, there are several main ways to improve the efficiency of organizational activities.
1. Implementation of a student-centered approach. Person-Centered Approach – this is a peculiar position, the position of a person in the system of socio-pedagogical and other relations. The teacher's activity is affected by his perception of his functional and civic duty, the degree of conviction in the expediency of what he does. Therefore, the teacher's awareness of the importance of his profession and activity, the activation of his own pedagogical activity, and the strengthening of responsibility for the assigned work, for the final results, are of such great importance.
2. Scientifically and practically substantiated distribution of functional responsibilities between the governing body, the head of the school and members of the teaching staff. The main trend in changing the distribution of responsibilities today is the democratization and strengthening of the role of self-government in the school.
The school can be turned into a self-governing system by delegating a number of rights and powers from the upper echelons of management to the lower ones. There is a development of democratic bodies, including teachers, students, parents, and the democratization of the educational process, i.e. democratization of relations and communication, growth of economic and financial independence with elements of cost accounting and self-financing. Delegation of rights, powers and responsibilities to performers in each link of management makes it possible to rationally use the strength and time of the leader.
3. Formation of relatively autonomous systems of intraschool management. Transition to management through the construction of autonomous self-governing systems to the ultimate specification of activities at all hierarchical levels – one of the possible ways to optimize control.
Monitoring activities and results. The control process requires reliable feedback between the control and managed subsystems at any level. It is control in its various forms and methods (methods, means and influences) that provides feedback. It is one of the most important sources of information needed to evaluate the functioning of the management system.
In conditions of increasing independence, delegating many rights and powers to the school itself, and hence increasing its responsibility, the control function of intra-school management occupies a special place. It becomes most effective when combining administrative and public control within the school with analysis, control and evaluation of its activities by each participant in the pedagogical process. In the transition to self-government mode, the assessment of the school's activities is the subject of daily concern of the school itself, part of its professional activities.
Intra-school control is a type of activity of school leaders together with representatives of public organizations to establish the compliance of the system of educational work of the school with national requirements and school development plans. To assess the progress of the school in its development, the following indicators are usually determined: innovative activity, method of organization and effectiveness of the educational process.
1. Innovative activities of the school: updating the content of education (knowledge of the updated basic and additional components, training and education programs); updating the methods and forms of work (new methods for mastering programs, systems for organizing the educational process; the predominance of individual and group forms of organizing cognitive activity over general classroom ones); a combination of analysis, control of one's own activity with its assessment and assessment of partners in joint cognitive activity.
2 . The method of organizing the educational process (UVP): self-government, cooperation of teachers, students, parents in achieving the goals of education, upbringing and development; joint planning and organization of the activities of the teacher and student as equal partners; high level of motivation of participants in the pedagogical process; comfortable material-spatial and psychological-pedagogical environment for all participants in the integral pedagogical process; the right to choose the content, profile, forms of education for students.
3 . Efficiency of the UVP, compliance of the final results with the planned: a high positive level of upbringing and training of students, their erudition, knowledge of any field of science, a positive attitude to study, work, nature, social norms and law, a conscious attitude to beauty, a relic attitude towards oneself.
Along with constant intra-school control, in order to ensure a unified state basic level of knowledge, skills, and the level of upbringing of schoolchildren, state control of school activities is also carried out. This control is carried out by the educational authorities - departments, scientific and methodological centers. The object of their inspection (examination) is the managerial activity of school leaders, and not the work of the teacher. Control over the quality of the teacher's work, the quality of students' knowledge, their upbringing is carried out and evaluated by the bodies of intra-school management of the pedagogical process.
The effectiveness of organizational regulation is measured primarily by how rationally it is possible to organize the processes to be managed with its help.
In practice, we see that some schools, having set themselves the goal of simply teaching students, function without changes, while others, striving to improve various aspects of the pedagogical process, develop. What is the difference between a functioning school and a developing one? And in general, what kind of school can be classified as developing?
There are a number of fundamental requirements for a developing school. This is a school that:
The student realizes his right to education in accordance with his needs, abilities and opportunities;
The teacher develops his professional and personal qualities:
The leader ensures the success of the student and teacher;
The team works in a creative search mode;
Relations of partnership cooperation, respect, trust, atmosphere of success have developed.
Such conditions become the driving force for the transformation of the school from functioning to developing. The conditions conducive to the transfer of the school to the development mode are:
Availability of the concept and program for the development of the school;
Conducting innovative experimental and experimental work at the school;
A close-knit team of teachers united by a common goal;
Organization of self-government system;
Availability of a system of effective scientific and methodological activities;
Sufficient educational and material base for the formation of an optimal educational environment;
A set of alternative educational services in accordance with the needs of the participants in the pedagogical process.
In addition to these general conditions, special managerial actions are also necessary to prepare the school for work in the development mode: studying the educational needs of children and parents, studying the possibilities of the teaching staff to work in an innovative mode; determination of the zone of proximal development of each participant in the pedagogical process; determination of the type (kind) of the school, the long-term strategic goal of its activities; the choice of a system (technology) of education, upbringing and development for each stage; selection and structuring of the regime, the work of the school; determination of priority areas and creation of conditions for their implementation, etc.
Any system has: a goal, tasks, functions, characteristics, structure, attributes, relationships or interactions, the presence of two or more types of communication (direct and reverse), hierarchy levels.
S.I. Arkhangelsk defines a "system" as a set of interrelated components that make up a certain whole in their structure and functioning.
T.A. Ilyina: "system"- an ordered set of interrelated elements identified on the basis of certain characteristics, united by a common goal of functioning and unity of control and acting in interaction with the environment as an integral unity.
educational systems
The interaction of various elements of the educational system is aimed at achieving a common system goals, an overall positive result. Namely - training, education and personal development.
Elements of the educational system of Russia: 1. Students and scientific - pedagogical workers; 2. Educational institutions; 3. State educational standards; 4. Educational authorities; 5. Public association in the field of education.
The system of educational institutions in Russia: 1. Preschool educational institution (DOE) - implements educational programs for preschool education; 2. Educational institutions - elementary school, basic general school, secondary general school, gymnasium, lyceum; 3. Vocational educational institutions: a) educational institutions of NGOs (primary vocational education) (vocational schools, professional lyceums); b) Educational institutions of secondary vocational education (technical school, college); c) educated. HPE institutions (universities, academies, institutes); 4. Educated. institutions of additional education (for children, for adults); 5. Educational institutions of a special type (military educational institutions; educational institutions for orphans; arr. institutions for persons with disabilities).
Management is necessary not only in the field of technical, production processes, but also in the field of complex social systems, including pedagogical ones.
Peter Drucker ( economist, publicist, teacher, one of the most influential management theorists of the 20th century) : Management- this is a special kind of activity that turns an unorganized crowd into an effective, purposeful and productive group. Management is a continuous process of influencing the control object to achieve optimal results with the least amount of time and resources.
(Slastenin V.A., Isaev I.F., Shiyanov E.N. "Pedagogy"): Control
Objects management can be biological, technical, social systems. One of the varieties of social systems is the education system. It can function on the scale of the country, region, region, city or district.
Subjects management of the education system are the Ministry of Education of the Russian Federation; education departments of the region, region or city, as well as district departments of education (Federal Service for Control and Supervision in the Sphere of Education; Federal Agency for Education and Science, local authorities).
The development of the theory of social management began at the turn of the 19th and 20th centuries, thanks to the achievements of science and technology, which led to significant changes in attitudes towards material production and business.
There is no significant difference between the concepts of "management" and "management".
Initially, the word "management" meant "the art of riding horses" (18-19 centuries, England). Later in the definition of the term "management" began to invest the following meaning: type of activity; manadgement Department; science and art of management; academic discipline (teaching began in 1881 by Joseph Wharton at the US College); system of planning, forecasting and organization of production; purposeful interaction of the control and controlled subsystems; activities for the implementation of management tasks, etc.
Currently, management is the theory and practice of management in social organizations.
(Also according to Slastenin): The main features of the state management of educational systems: One of the distinguishing features of the development of the modern education system is the transition from state to state-public management of education. The main idea of the state-public management of education is to combine the efforts of the state and society in solving the problems of education, to provide teachers, students, parents with more rights and freedoms in choosing the content, forms and methods of organizing the educational process, in choosing various types of educational institutions.
The state nature of the management of the education system is fixed by a set of principles of state policy in the field of education, formulated in the law of the Russian Federation "On Education": - the humanistic nature of education (priority of universal values, human life and health, free development of the individual); - the unity of the federal, cultural and educational space (protection by the education system of national cultures and regional cultural traditions in a multinational state);
General accessibility of education; - secular nature of education in state, municipal educational institutions; - freedom and pluralism in education; - democratic, state-public nature of education management; - autonomy of educational institutions. (Law of the Russian Federation "On Education").
General principles of management of educational systems (according to Yu. A. Konarzhevsky): 1. Democratization and humanization of the management of educational systems (openness of discussion and adoption of managerial decisions, appeal to the individual, respect for the dignity of a person and trust in him); 2. consistency and integrity in management (interaction and interconnection of management functions in the activities of its leader and teaching staff, excludes one-sidedness in management, emphasizes that management activities are consistent, logical, mutually beneficial, all its functions are equally important); 3. A rational combination of centralization and decentralization (ensures the activities of the heads of administrative and public bodies in the interests of the entire school staff, creates conditions for discussion and adoption of managerial decisions at a professional level, eliminates duplication and increases coordination of actions of all structural divisions of the system); 4. The unity of unity of command and collegiality in management (provides discipline and order, a clear delineation and observance of the powers of the participants in the pedagogical process. If collegiality is a priority at the stage of discussion and decision-making, then unity of command is necessary, first of all, at the stage of implementation of the decisions made). The implementation of the principle of unity of unity of command and collegiality in the management of the educational process is embodied in the activities of various commissions and councils acting on a voluntary basis; in the work of congresses, meetings, conferences, where a collective search and personal responsibility for the decisions taken are necessary; 5. Objectivity and completeness of information in the management of educational systems (The effectiveness of the management of educational systems is largely determined by the availability of reliable and necessary information. In the social and pedagogical sciences, information is considered either as a means of communication between teachers and pupils, or as a set of information about the state of the system and the environment) .
(T. I. Davydova, T. M. Davydenko, G. N. Shibanova "Management of educational systems"):
Control functions
1. The information and analytical function of management creates the basis for all educational activities, plays the role of a primary source in making management decisions;
2. The motivational-target function forms a motivated approach to determining the goals of the educational process;
3. The planning and forecasting function of management provides for the definition of specific and realistic goals aimed at achieving a higher quality state of the object;
4. The organizational and executive function contributes to the implementation of the adopted target decisions, the coordinated work of the subjects of the organizational structure and the interaction of all participants in the pedagogical process;
5. The regulatory and corrective function of management ensures the elimination of the causes of technological failures in ongoing processes;
6. The control and diagnostic function of the management establishes the compliance of the received data with the requirements of the educational standard.
So educational systems- these are all those social institutions whose goal is the education of man.
Educational systems have their own structure, consist of certain elements that are interconnected.
The interaction of various elements of the educational system is aimed at achieving a common goal for the system, a common positive result. Namely - training, education and personal development.
Control- activities aimed at making decisions, organizing, controlling, regulating the object of management in accordance with a given goal, analyzing and summing up on the basis of reliable information.
The education system is one of the varieties of social systems. It can function on the scale of the country, region, region, city or district. This an object management.
Subjects management of the education system are the Ministry of Education of the Russian Federation; departments of education of the region, region or city, as well as district departments of education.
General principles management of educational systems (according to Konarzhevsky Yu. A): 1. Democratization and humanization of the management of educational systems; 2. consistency and integrity in; 3. Rational combination of centralization and decentralization; 4. Unity of unity of command and collegiality in management; 5. Objectivity and completeness of information in the management of educational systems.
Control functions- activities of entities that carry out the full technological process of the management cycle with the purposeful achievement of actual results.
1. Information and analytical;
2. Motivational-target;
3. Planning and prognostic;
4. Organizational and executive;
5. Regulatory and corrective;
6. Control and diagnostic.
Graphically, the functional composition of the control, built on the traditional approach, is shown in fig. 3.
This classification system includes such functions of pedagogical management as pedagogical analysis, goal setting, planning, organization, regulation and control. They represent a cyclically repeating "chain" of the implemented process of managing educational systems. Each of the selected functions is substantively presented below.
Rice. 3. Functional composition of educational systems management (traditional functional cycle)
Pedagogical analysis. In the scientific literature, the pedagogical analysis of information is a management function aimed at studying the actual state and validity of using a set of methods, means and actions to achieve goals, at an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms for transferring the system to a new qualitative state.
The purpose of pedagogical analysis as a function of management is to draw up a general picture of the process from various kinds of data, sometimes scattered, reflecting various phenomena and facts, to identify its inherent patterns and trends.
Analysis is the processing of information, but at a higher level, when a problem is formulated even before a decision is made, a task is posed. Analysis serves the purpose of substantiating decisions.
The task of pedagogical analysis in the general management system of a general education institution is to form answers to three main questions: “Why did this happen?”, “How to eliminate the cause of this negative phenomenon?”, “How to develop this positive phenomenon?”.
In the process of pedagogical analysis, such specific methods are used as:
analysis - mental or real division of an object into elements;
synthesis- connection (mental or real) of elements into a single whole;
analogy - correspondence, similarity of objects, phenomena. Inference by analogy suggests that the knowledge obtained from the consideration of an object is transferred to a less studied object similar in essential properties and qualities;
decomposition- dismemberment of the problem for analysis into parts;
establishing a causal relationship determination of factors of mutual influence and interdependence of phenomena;
grouping - method of processing statistical data, when the studied set of phenomena is divided into groups and subgroups that are homogeneous according to individual characteristics, and each of them is characterized by a system of statistical indicators (for example, grouping teachers according to the stability of schoolchildren's learning indicators; grouping students according to their educational needs, grouping educators according to the results of certification etc.);
comparison- comparison of phenomena, objects, establishment of adequacy. Also, the methods of pedagogical analysis include the study of the documentation of an educational institution, the analysis of the products of the educational activities of students, etc.
According to a number of researchers, the function of pedagogical analysis includes three types of analysis: operational, thematic and final.
Under operational analysis one should understand this type of pedagogical analysis, through which the main indicators of the educational process are studied and evaluated daily, the reasons for the violation of its course and rational organization are revealed, recommendations are made to eliminate these causes (for example, analysis of the state of discipline of students for a day, week, month; analysis the sanitary condition of the school for the same period, daily analysis of attendance at school by students, etc.).
Thematic Analysis allows you to more deeply study certain positive or negative phenomena of the pedagogical process and reveal the reasons for their occurrence (for example, studying the system of work of the educator to preserve the health of children, the system of work of the teacher to form the cognitive interests of students, the quality of schoolchildren's knowledge in certain subjects, the state of legal / patriotic / labor / aesthetic, etc. education of students, etc.).
Final Analysis is carried out at the end of any reporting period of the life of an educational institution (quarter, half year, year) and is aimed at studying the whole range of factors affecting the results of the functioning of an educational institution, and the reasons that caused them.
in modern scientific literature)
