Keyword: «professional initiatives of teachers»

In the context of dynamic changes in education, the introduction of new standards and digitalization, an initiative teacher is becoming a key factor in the development of an educational institution. The aim of the article is to clarify the essence of the concept of “professional initiative”, substantiate the organizational and managerial conditions that serve as the basis for the implementation of teachers’ professional initiatives. The conceptual provisions of the systemic, activity-based and subjective approaches served as the theoretical and methodological basis for the research. Methods of qualitative and quantitative analysis, content analysis of documents, surveys of experts and academic staff, interviewing, modelling situations and scenarios for the development of professional initiatives, psychological and pedagogical monitoring were used in the course of the work. Theoretical research has made it possible to identify three organizational and managerial conditions that affect the implementation of professional initiatives of teachers. The first is the comprehensive support from the administration. The authors emphasize that support should not be limited to formal approval of ideas. We are talking about creating a motivation system that includes both financial and moral incentives, as well as the provision of resources: technical, informational, etc. The second condition is the development of a flexible and open educational system. The article emphasizes the fact that a rigid, hierarchical and regulated system suppresses initiative. In contrast, they propose transition from vertical commands to horizontal project groups and rapid prototyping of pedagogical solutions. The third condition is the development and implementation of an objective system for evaluating the effectiveness of ongoing initiatives. The authors note that the evaluation should be multidimensional and go beyond traditional performance indicators. Such an evaluation mechanism allows not only to prove the effectiveness of initiatives, but also to carry out their timely correction, making the management process cyclical and continuously improving. The combination of these conditions can transform disparate pedagogical ideas into sustainable innovative practices leading to the systematic development of an educational institution. The theoretical significance of the study lies in describing the specifics of organizational and pedagogical conditions. The article is of practical importance for the heads of educational institutions, offering them specific mechanisms for the implementation of teachers’ professional initiatives.