DETERMINANTS OF THE DEVELOPMENT OF DIGITAL COMPETENCE OF THE MANAGEMENT STAFF OF GENERAL SECONDARY EDUCATION INSTITUTIONS: EMPIRICAL DIMENSION

Abstract

Dynamic transformations of the modern information society and large-scale integration of high-tech innovations into all layers of the socio-cultural sphere actualize a fundamental change in approaches to the management of educational systems. Today, education ceases to be a conservative structure, turning into a flexible ecosystem that requires fundamentally new management methods. Within the framework of the implementation of national strategies for digital progress and the global concept of building a "state in a smartphone", the figure of the head of a general secondary educational institution (GSEI) is undergoing a significant rethinking. The head of a modern school is no longer just an administrator, but an architect of digital changes. In modern realities, the professional profile of the head of an institution goes far beyond the classical administrative and economic functionality. Digital competence, which today is considered not as an additional skill, but as an integrative education that permeates all aspects of professional activity, is gaining priority. It encompasses the ability to strategically manage large data sets (Big Data) for making management decisions, the systematic implementation of cloud-based technologies in the educational process, and the construction of a well-established cybersecurity system for the institution. The leader must not only be familiar with the tools, but also form a culture of digital hygiene and academic integrity, especially in the context of the use of artificial intelligence.

According to the European standards of digital competence of organizations (DigCompOrg), it is the digital maturity of the leader that becomes the key determinant of ensuring high quality educational services. This involves a transition from passive consumption of technologies to their active modeling. The leader acts as a facilitator of the professional development of the teaching staff, stimulating teachers to innovative activity and overcoming internal resistance to change.

Digital transformation acquires particular importance in the context of building an adaptive management model that can function effectively in conditions of uncertainty and crisis challenges. The implementation of electronic document management systems, automation of performance monitoring and the use of blended learning platforms allow minimizing the workload and focusing on the main thing - the development of human capital. Thus, the digital competence of the director becomes the foundation of strategic planning, which allows an educational institution not only to respond to the challenges of the time, but to get ahead of them, preparing competitive graduates for the digital economy of the future.