Keyword: «teacher managerial competency»

The relevance of this study stems from the changing nature of school teachers' professional agency in the context of the digital transformation of general education. Modern teachers increasingly act as agents of their own professional management, making pedagogical and organizational decisions based on data analysis. In this context, the importance of developing teachers' managerial competency is growing. However, continuing professional education practices are not always sufficiently focused on developing managerial skills and the ability to make informed decisions in a digital educational environment. The aim of this article is to theoretically substantiate the essence of school teachers' managerial competency and identify the specific features of its development within the continuing professional education system in the context of the digital transformation of general education. This theoretical study draws on systemic, activity-based, competency-based, and personality-oriented approaches, allowing for the consideration of managerial competency as an integrative and dynamic quality of teacher's personality. This article clarifies the concept of school teachers' managerial competency using digital technologies and demonstrates its component structure. It is found that the development of this competency is a targeted process of continuous professional education, requiring the coordinated development of all components. Pedagogical conditions for developing school teachers' managerial competency in the system of continuing professional education are identified and characterized. These include updating teacher motivation, improving the content of professional development programs with managerial and digital components, as well as organizing informal education and post-course pedagogical support. The theoretical significance of this article lies in clarifying the conceptual framework and expanding scientific understanding of the development of school teachers' managerial competency in the context of the digital transformation of education. Its practical significance lies in the possibility of using the findings in designing professional development programs and organizing post-course support for teachers.