PEDAGOGICAL MANAGEMENT OF THE EDUCATIONAL PROCESS: PSYCHOLOGICAL ASPECT

Introduction. The article substantiates the importance of pedagogical management in educational institutions of various levels as a component of pedagogical activity and outlines the challenges of today, which impose new requirements on the quality of pedagogical management of the educational process. The relevance of studying the problems of implementing pedagogical management in the educational process, integrating the best ideas of global management into the national education system, and developing the theoretical foundations of pedagogical management is revealed. The attention of domestic researchers is characterized by their focus on developing ways to implement pedagogical management in the educational process, considering its various aspects. The article aims to provide a theoretical and methodological justification for the problems and ways of implementing pedagogical management in the educational process, considering psychological aspects such as motivation for learning and cognitive activity, the system of values, and the individual characteristics of the subjects of the educational process. The research methods are theoretical in nature and were used to study scientific literature (analysis and synthesis), formulate reasonable conclusions (generalization), determine the key characteristics of the researched processes (induction, deduction). Results. Given the gradual introduction of global management concepts into the domestic educational space, the article attempts to explore comparative analysis of the concepts and ideas of foreign and domestic theories of management, pedagogical psychology, and more. It has been established that a key feature of pedagogical management implementation is the program-targeted approach and the diagnosis of effectiveness in the multi-level joint activities of participants in the pedagogical process, particularly in processing educational and professionally significant scientific information. The correspondence between the modern requirements and the transition of the national education system to a multi-level training system is summarized, where the foundation of successful and effective pedagogical management is motivation-encouraging students to increase the effectiveness of their educational and cognitive activities and strive to achieve the planned results as successfully as possible. Originality. For successful motivation implementation in educational institutions of different levels, knowledge and consideration of theories and principles of personality motivation in the educational process are necessary. Therefore, the study analyzes widely recognized foreign motivation theories developed by D. McClelland, A. Maslow, and F. Herzberg, which were based on identifying the intrinsic needs that drive individuals to achieve effective results, and suggests ways to apply them in pedagogical management within the educational process. A review of scientific research indicates that the pedagogical management process largely depends on the effectiveness of the motivation system used in the learning process. Effective motivation, in turn, involves granting students independence in decision-making, fostering awareness of personal responsibility for their work outcomes, and developing a sense of autonomy in completing academic tasks. This approach helps prevent declines in learning productivity and avoids the negative effects of fatigue. Conclusion. Considering that pedagogical management is a dynamic, complex, and multifaceted process, requiring educators to understand the true motives that drive students' educational and cognitive activities, leading them to dedicate time, energy, and effort to achieve significant results, the article concludes that the effectiveness of pedagogical management largely depends on the teacher’s mastery of various motivation systems.