Психологічна готовність майбутніх керівників навчальних закладів до інноваційної діяльності

Abstract

У статті розглядається проблема психологічної готовності майбутніх керівників навчальних закладів до інноваційної діяльності. Психологічна готовність розглядається як системна особистісна характеристика, що є багатокомпонентним утворенням; доводиться її динамічна природа, обґрунтовуються критерії її дослідження.Psychological readiness of future educational managers to innovation activity is considered as personality charac- teristics that is a multicomponent phenomenon. It includes the following components: a cognitive component (under- standing the nature of innovations in the educational system, their functional purpose, the need for their implementation,

methods of use, peculiarities of the attitude of teaching staff); an emotional one (positive attitude towards upgrades,

tolerance to uncertainty as the main characteristics of management; positive attitude to oneself); a behavioral compo- nent (manager’s internal motivation, motivation to success achievement, the ability to correlate the formation of one’s

own capabilities with future challenges, the ability to innovations).The criteria of forming psychological readiness for

innovation activity are the following: innovative mindset; high level of knowledge on existing innovations in education- al systems; high level of tolerance to uncertainty; capacity for risk management activities; manager’s creativity; aiming

at the future. Students’ psychological readiness for innovations was formed due to implementing the training pro- gramme of personal development as well as professional and reflexive practical work aimed at developing their self- awareness, identifying prospects, personal fulfillment. In addition, according to the curriculum, students studied such

courses as “Psychology of Management”, “Conflict Management”, “Project Planning”. Psychological readiness to in- novations depends largely on the ability of an individual to take risk for achieving success in the future and sufficient

the level of development of personality’s creative abilities. Review of individual tolerance to uncertainty (according to

the questionnaire by S. Budner in modification of T. Kornilov, N. Chumakov) and further correlation analysis of rela- tionships between these criteria as well as the general level of personal innovativeness make it possible to discover cor- relations between these variables (r = 0,5101). Psychological readiness to innovation activities of future educational

managers is a dynamic phenomenon. It is promoted by the implementation of programmes focused on training for inno- vation activity; creating conditions for gaining personal experience in overcoming situations of uncertainty (education- ally difficult situations, situations of uncertainty when making management decisions); creating situations of profes- sional self-reflection; forming positive attitude to innovations. The prospects for further research involve substantiating

the levels of psychological readiness of future educational managers to innovation.