UDC 37.018.46:373.5-057.17 THE SIGNIFICANCE OF CASE STUDY FOR THE FORMATION OF THE ABILITY TO PERFORM SELF-ASSESSMENT OF EDUCATIONAL ACTIVITIES IN HEADS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

DOI : https://doi.org/10.51706/2707-3076-2025-12-3

Abstract

The scientific article presents the experience of using cases to organize training groups of heads of secondary education institutions for conducting self-assessment of the educational and managerial activities of the institution.

Analysis of research and experimental work using the case method during informal training of heads of secondary education institutions (n=357), aimed at forming and developing their ability to conduct self-assessment of educational and managerial processes of the institution, allows us to draw the following conclusions: 1. Training of heads of educational institutions, organized through work with cases, encouraged them to active creative activity and contributed to the formation of free professional communication, reflexivity, and in general - to achieving the specified goal of the working group - the formation of the ability of heads of secondary education institutions to conduct self-assessment of educational and managerial activities of the institution. 2. The use of the case method allowed to balance the theoretical knowledge obtained by managers during advanced training with the practical skills acquired during professional communication in working groups. 3. The combination of the possibilities of formal and informal education allowed to implement a competency-based approach during adult education.

The use of the case method allowed to find a balance between theory and practice, giving preference to the practical aspect. It is shown that an equally important advantage of the case method is free communication between group members, which allows to relieve work tension and ensure the exchange of ideas when searching for management solutions. The conditions that cases must meet to implement the research goal – the formation of practical skills and the ability to apply a systematic approach to self-assessment of the institution's activities in general secondary education institutions are described; the results of a survey of managers of general secondary education institutions are presented. The possibilities of informal education in the context of the concept of lifelong learning are analyzed.