Development of Heads’ Personal Readiness of Vocational Education

Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

Nataliia I. Pinchuk

1 a

, Svitlana V. Kazakova

1 b

, Yuriy O. Ushenko

2 c

, Ivan V. Pustovalov

1 d

Nataliia V. Hordienko

1 e

, Oksana L. Anufrieva

1 f

, Olena A. Prokopenko

1 g

Oleksandra I. Pinchuk

3 h

and Olga V. Fliarkovska

1 i

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Yuriy Fedkovych Chernivtsi National University, 2 Kotsiubynskyi Str., Chernivtsi, 58012, Ukraine

Kyiv National University of Trade and Economics, 19 Kyoto Str., Kyiv, 02156, Ukraine

Keywords:

Personal Readiness, Heads of Vocational Education Institutions, Management Activities, Digitalization,

Educational Space, Distance Postgraduate Education.

Abstract:

The article highlights the problem of psychological features of heads’ personal readiness of vocational edu-

cation institutions to manage in the context of digitalization of educational space. The personal qualities of

vocational education heads, signiﬁcant in the context of the introduction of digital technologies of vocational

training, are highlighted. The psychological features of adult education in general and postgraduate education,

in particular, are determined. Speciﬁc problems of distance learning and distance postgraduate education are

highlighted. The results of an empirical study of the peculiarities of the manifestation of indicators of heads’

personal readiness to manage in the context of digitalization are presented. Difﬁculties in the manifestations

of entrepreneurial activity, in assessing their effectiveness, the predominance of egocentric orientation, dif-

ferentiated attitude to others concerning the subjective, situational factors, limiting the focus on creating a

creative digital educational environment in a large number of respondents were outlined. An insufﬁcient gen-

eral level of heads’ personal readiness of the system of vocational education for management in the conditions

of digitalization is stated. Psychological means of promoting the development of heads’ personal readiness of

vocational education institutions for management activities in the conditions of distance postgraduate educa-

tion are determined. The program of development of heads’ personal readiness of institutions of professional

education to administrative activity in the conditions of distance postgraduate education is covered. The re-

sults of the analysis of the effectiveness of the program for the development of heads’ personal readiness of

vocational education institutions for management activities in the process of psychological training in the con-

ditions of distance postgraduate education are presented.

https://orcid.org/0000-0003-1904-804X

https://orcid.org/0000-0002-2776-3927

https://orcid.org/0000-0003-1767-1882

https://orcid.org/0000-0001-5897-5079

https://orcid.org/0000-0002-0688-5626

https://orcid.org/0000-0002-8465-1681

https://orcid.org/0000-0002-0304-5058

https://orcid.org/0000-0001-9894-4090

https://orcid.org/0000-0001-9461-4035

1 INTRODUCTION

Taking into account the current education global

trends, the complex epidemiological situation, the

introduction and duration of quarantine restrictions,

which stimulated the transition to distance learn-

ing and remote work of educational institutions em-

ployees, improving the management of educational

organizations in distance learning, has become ex-

tremely important (Shokaliuk et al., 2020; Bobyliev

and Vihrova, 2021).

At the same time, the issues of introducing e-

distance learning technologies in the practice of edu-

Pinchuk, N., Kazakova, S., Ushenko, Y., Pustovalov, I., Hordienko, N., Anufrieva, O., Prokopenko, O., Pinchuk, O. and Fliarkovska, O.

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance Postgraduate Education.

DOI: 10.5220/0010920400003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 61-80

ISBN: 978-989-758-558-6

cational organizations at all levels are becoming more

and more relevant as a result of the formation of a dig-

ital society on the principles of open education, cre-

ating a ﬂexible personal educational environment fol-

lowing the individual educational trajectory (Andros

et al., 2019; Bykov et al., 2020; Kyslova et al., 2014;

Smulson et al., 2012; Spirin and Vakaliuk, 2019).

The immediate information and educational space

are gaining active development, providing adults with

an increasing variety of electronic educational re-

sources and digital learning tools, radically changing

the possibilities of education, in general, and profes-

sional, in particular.

At the same time, the analysis of theoretical

sources and educational practice (Bondarchuk et al.,

2014) indicates the presence of psychological prob-

lems in the process of digitalization of educational

space: 1) the need to develop motivation for dis-

tance learning, which provides higher activity, self-

motivation and self-control of participants; 2) an in-

sufﬁcient level of readiness to search, perceive, as-

similate, process information with the help of digi-

tal learning technologies; 3) implementation of digital

technologies and monitoring of its effectiveness tak-

ing into account the psychological characteristics and

digital competence of participants in the educational

process; 4) difﬁculties in determining and taking into

account the psychological characteristics of students

in the organization of distance learning through the

absence of direct contact with the teacher.

This necessitates the analysis of the characteristics

of personal factors of readiness of heads of vocational

education institutions to manage in the context of the

digitalization of educational space and on its basis the

development and testing of a program for the devel-

opment of appropriate readiness in the system of dis-

tance postgraduate education.

2 LITERATURE REVIEW

The heads’ personal readiness of vocational educa-

tion institutions to manage in the conditions of dig-

italization of the educational space is a component of

their general psychological readiness for professional

activity. Effective management of a vocational edu-

cation institution in today’s challenging situation in-

volves taking into account both general (due to the

general speciﬁcs of management work: informative

saturation, diversity of management functions, strict

requirements for individual professional qualities and

professionalism, etc.) and speciﬁc (due to direct con-

ditions) institution: dependence on the impact of in-

consistent decisions and recommendations of higher

education authorities, a particular contingent of stu-

dents, inclusive responsibility for the results of activ-

ities in the uncertainty of their evaluation criteria, the

excess of emotionally charged contacts with differ-

ent categories of consumers of educational services)

(Bazyl et al., 2019; Bondarchuk, 2008; Karamushka,

2004; Pikelna, 1993).

At the same time, scientiﬁc research in the ﬁeld of

vocational education is mainly aimed at the develop-

ment of students, but when it comes to training teach-

ers, attention is focused on improving the methodol-

ogy of teaching subjects (Faleeva et al., 2017; Groll-

mann, 2008; Rozendaal et al., 2003; Robertson, 2008;

Nychkalo, 2017; Sergeeva, 2015); however, the is-

sue of personality constituents is not well covered, al-

though, in our opinion, they are decisive.

So, the psychological structure of personal readi-

ness as a set of personal qualities of heads of vo-

cational education that are signiﬁcant for the imple-

mentation of management in the context of digital-

ization of the educational space is made up of the

following characteristics: entrepreneurial spirit, self-

efﬁcacy, focus on business and constructive commu-

nication, an active-positive type of attitude towards

other people, and social creativity.

Entrepreneurship, as a professionally important

quality of the personality of the head of any indus-

try, determines the effectiveness of managerial func-

tions in changing, complex situations and is char-

acterized by a set of such integrative psychological

characteristics as the ability to take a reasonable risk;

innovative position in the introduction of new tech-

nologies; creative approach to problem-solving; in-

dependence of judgments, opinions, actions; ﬂex-

ibility in choosing competitive management strate-

gies; focus on achieving signiﬁcant results, the de-

sire for continuous self-development (Karamushka,

2004; Kredentser, 2011; Maksymenko et al., 2009;

Pachkovskyi, 2006), which, in our opinion, is directly

related to the introduction of the modern digital tech-

nologies in the educational process.

A vague indicator of the personal readiness of

the heads of vocational education institutions for

management in the context of digitalization is their

self-efﬁcacy, that is, the degree of assessment of

their effectiveness, efﬁciency in speciﬁc activities,

their perception of their competence (Bandura, 1971;

Yanchuk, 2005).

Based on the concept of self-efﬁcacy by Bandura

(Bandura, 1971), people who are aware of their self-

efﬁcacy, make more efforts to complete difﬁcult tasks

than people who have serious doubts about their ca-

pabilities. This assumption is also conﬁrmed in the

works of modern researchers, which show the re-

AET 2020 - Symposium on Advances in Educational Technology

lationship between self-efﬁcacy and career success,

professional self-realization and professional and per-

sonal development (Bondarchuk, 2008; Mogilevkin,

2007; Choi et al., 2011; DeNoble et al., 1999).

Concerning another indicator of personal readi-

ness – personality orientation - -it is worth noting that

it characterizes the head through his/her aspirations,

beliefs, interests, values, worldview and determines

his/her active and purposeful behaviour (Ananyev,

2008; Bozhovich, 2008; Heckhausen, 1967). That is,

the orientation of the personality is a complex psycho-

logical property, which is a stable system of internal

motives and life goals of a person, shows the incen-

tive factors and the vector of its aspirations. Among

the main lines of such analysis, the focus on business,

communication and oneself is distinguished, while it

is this hierarchy of focus that determines the effective-

ness of the head’s activity (Shchokin, 1993).

The effectiveness of interaction in the process of

implementing digital learning technologies is largely

determined by the type of leader’s attitude towards

other people. Indeed, in conditions of uncertainty,

constant change and high personal responsibility for

the results of the educational organization, the head

must show an active-positive type of attitude to other

people (according to Gibson et al. (Gibson et al.,

1993)), showing respect and acceptance of the inner

world of each individual, thereby providing opportu-

nities to realize their potential.

Management activity in the context of digitaliza-

tion of the educational space is closely related to the

social creativity of the individual, assumes the pres-

ence of a general ability to self-actualization; the

severity of social motivation, which reﬂects the in-

dividual’s need for social contacts and motivational

attitudes to communicate with other people; the de-

velopment of social imagination, which allows to

model further steps in the situation of social interac-

tion based on feedback (Popel, 2014).

Thus, the professionally important personality

traits of the educational organizations heads, which

make up the personal readiness to manage the imple-

mentation of digital learning technologies, are the ba-

sis of successful activities of heads of vocational edu-

cation in the digitalization of the educational space.

The theoretical analysis of the researched problem

allowed implementing the following, empirical, stage

of research of the psychological characteristics of the

heads’ personal readiness of vocational education in-

stitutions for management in the context of the dig-

italization of the educational space and based on it,

creating the program of development of correspond-

ing readiness in the conditions of distance postgradu-

ate education.

3 METHODS

The study involved 230 heads of vocational education

institutions from different regions of Ukraine, who

underwent advanced training in Central Institute of

Postgraduate Education of the University of Educa-

tional Management during 2019–2020.

The following methods were used: theoretical

(analysis and generalization of the results of the-

oretical analysis of the literature); empirical: Test

for general abilities to entrepreneurship (GET TEST,

adapted by Y. Pachkovskyy) (Pachkovskyi, 2006);

Self-efﬁcacy questionnaire (authors – M. Scherer,

J. Maddux, modiﬁed by A. Boyarintseva) (Sherer

et al., 1982); methods – “Determination of person-

ality orientation” (authors – M. Kucher, V. Smekal)

(Nikiforov et al., 2003); “Attitude to the neglected

employee” (who is given the least preference) (Least

Preferred Coworker, LPC, author – F. Fiedler, adapted

by S. Kalishchuk) (Kalishchuk, 2014); “Determina-

tion of social creativity of the individual” (adapted by

N. Fetiskin, etc.) (Fetiskin et al., 2002); mathematical

and statistical (search of primary statistics, analysis

of variance ANOVA) data processing was performed

using SPSS version 17.0.

The formative stage of the study was implemented

in 2020 based on the Central Institute of Postgraduate

Education of the University of Educational Manage-

ment. 49 heads of these institutions from different

regions of Ukraine took part in the approbation of the

program of development of heads’ personal readiness

of vocational education institutions for management

in the conditions of distance postgraduate education,

of which 24 persons made experimental group and

25 – control group.

The program provided the use of modiﬁed for its

tasks and adapted to the distance form of the advanced

training group and interactive methods: training in a

virtual learning environment, group discussions and

“brainstorming” in chat, work in small groups using

messengers, interactive mini-lectures, role and busi-

ness games, method of incomplete sentences, anal-

ysis of managerial situations, project and individ-

ual creative tasks, etc (Smulson et al., 2012; Bon-

darchuk et al., 2014; Kredentser, 2011; Kazakova,

2020; Lukyanova et al., 2012).

Statistical processing of the results of approba-

tion of the program “The development of heads’ per-

sonal readiness of vocational education institutions

for management activities in the digital educational

space” was carried out according to the same meth-

ods as at the statement stage of the study using SPSS

version 17.0.

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

4 ANALYSIS OF THE RESEARCH

RESULTS

We conducted an empirical study aimed at studying

the psychological characteristics of the heads’ per-

sonal readiness of vocational education institutions

for management activities in the context of digitaliza-

tion of the educational space. The logic of the anal-

ysis was carried out by the selected indicators of the

studied readiness: entrepreneurship, self-efﬁcacy, fo-

cus and constructive communication, active-positive

type of attitude towards other people, and social cre-

ativity (Kazakova, 2020).

The results of the empirical study revealed the

predominance of the following entrepreneurial char-

acteristics, signiﬁcant in the context of new chal-

lenges of educational organization management in

terms of digitalization of educational space: the need

for autonomy (M = 7.9;σ = 2.1), which is man-

ifested in purposefulness, and sometimes in stub-

bornness, independence in doing the activity and

decision-making; focus on reasonable, weighted risk

(M = 7.4; σ = 1.9), which includes the ability

to accept the consequences of their choice, see the

beneﬁts of mistakes, act in a situation of uncertainty,

and the ability to be creative (M = 7.1;σ = 1.4),

consisting of the sensitivity of heads to new ex-

periences, prone to non-trivial solutions. The

least represented were the needs for achievement

(M = 6.8; σ = 1.7) and determination and deter-

mination (M = 6.7;σ = 1.9), which indicates a lack

of self-conﬁdence, a tendency to rely more on exter-

nal factors than on their actions.

Besides, the distribution of heads of vocational

education institutions depending on the level of their

ability to entrepreneurship was revealed (table 1).

Table 1 shows the vast majority of respon-

dents have an average level of entrepreneurial ability

(78.3%), and a low level – 16.5%. Instead, only 5.2%

of heads have a high level of entrepreneurial skills.

At the same time, according to the results of anal-

ysis of variance, a statistically signiﬁcant relationship

(p < 0.01) between the indicators of entrepreneurial

activity and the age category of heads depending on

gender, which showed that heads of the younger co-

hort (up to 45 years) have a more pronounced ability

to entrepreneurship. Groups of senior men-heads and

women, regardless of age, show reduced indicators

of entrepreneurial characteristics. The presented re-

sults coincide with other studies that emphasize the

predominance of male models of entrepreneurial be-

haviour, which negatively affects the perception of

their entrepreneurial abilities in women (Sullivan and

Meek, 2012).

So, the identiﬁed ambivalence and insufﬁcient

level of development of entrepreneurial characteris-

tics of heads of vocational education institutions can

negatively affect the management of innovative de-

velopment of the organization in general and the ef-

fectiveness of the implementation of digital learning

technologies in particular.

The next stage of the study was aimed at deter-

mining the characteristics of heads’ self-efﬁcacy of

vocational education institutions (table 2).

As the data of rable 2, the level of activity self-

efﬁcacy of heads is slightly higher than social (7.4

and 6.4 points on average, respectively). Comparison

of the results of other studies (Bondarchuk, 2015) al-

lowed to state slightly lower indicators of self-efﬁcacy

in the studied heads of vocational education institu-

tions, in contrast to the heads of secondary schools.

Also, we revealed an insufﬁcient level of self-

efﬁcacy of heads: 30.4% of respondents have a high

level, 40.9% have an average level, and 28.7% have

a low level, which may indicate a low assessment

of their capabilities of the vast majority of heads in

achieving their goals, comparing one’s achievements

with successes, social norms and assessments of other

people.

According to the theory of self-efﬁcacy (Bandura,

1971), this phenomenon was considered as a leading

personal construct that forms a belief in their success

and effectiveness of actions in one or more activi-

ties. Following the researcher, even the presence of

high personal potential does not automatically guar-

antee the achievement of high results if a person does

not have faith in the ability to inﬂuence the events

of his/her own life. Conversely, even with insufﬁ-

ciently high abilities, but high self-efﬁcacy a person

can achieve signiﬁcant success. Therefore, of course,

the development and maintenance of conﬁdence in the

self-efﬁcacy of heads of vocational education institu-

tions will positively affect their psychological readi-

ness to overcome life’s difﬁculties, frustrations and

stresses that arise during management in the digital-

ization of educational space.

Further analysis of the results obtained by the

method of M. Kucher and V. Smekal revealed the pe-

culiarities of the orientation of heads.

So, it is established that in the hierarchy of orienta-

tion, on average, heads tend to focus on business (27.6

points on average), then on interaction (27.3 points on

average), and then – on themselves (26.3 points on av-

erage), which coincides with the ideas of the authors

of the methodology of the hierarchy of orientation,

which increases the efﬁciency (Shchokin, 1993).

At the same time, a detailed analysis of the

methodology showed that such a hierarchy is not

AET 2020 - Symposium on Advances in Educational Technology

Table 1: Distribution of heads of vocational education institutions by levels of ability to entrepreneurship.

Levels of ability to entrepreneurship Number of respondents, %

Low 16.5

Average 78.3

High 5.2

Table 2: Features of self-efﬁcacy of heads.

Types of self-efﬁcacy Points, on average Σ

Activity 7.4 0.9

Social 6.4 1.3

General 6.9 0.9

common to all heads (table 3).

Table 3: The results of cluster analysis of indicators of per-

sonality orientation of heads of vocational education insti-

tutions.

Personality orientation

Clusters

1 2 3

For business 30 27 27

For interaction 26 25 30

For themselves 24 29 25

As follows from the data given in table 3, the ﬁrst

cluster (21.8%) consisted of heads with the optimal

hierarchy of orientation (“for business” – “for inter-

action” – “for themselves”), namely a high level of

personality orientation. Such leaders are interested

in constructive solutions to business problems, sup-

port the teaching staff and individual employees on

the way to the goal, encourage them to express their

opinions and beliefs, while taking responsibility for

the case, trying to help solve problems together, able

to defend their opinions and hear the position of oth-

ers to achieve a common goal.

The second cluster (39.1%) includes respondents

with a predominance of self-orientation, which indi-

cates a low level of personality orientation of heads.

Such heads are focused primarily on direct remuner-

ation and satisfaction of their own needs, desires, in-

terests, regardless of the current situation and needs

of the institution. In case of limitations, these op-

portunities may be anxiety, irritability and aggres-

sion. This category of heads is often focused only on

themselves, their feelings and experiences; ignore the

needs of the interests of subordinates and colleagues,

try to impose their views on the team, and tend to

make hasty and unfounded conclusions about others,

and so on.

The third cluster (39.1%) included heads with a

predominance of interaction orientation and, accord-

ingly, with an average level of orientation of their per-

sonality. Such leaders focus primarily on effective in-

terpersonal interaction and joint activities, the inter-

ests of the teaching staff, which may sometimes inter-

fere with the effective implementation of production

tasks. Heads with such a focus are mainly focused on

social acceptance; depend on the group and team; feel

the need for support and commitment of others, as a

result, may give in to pressure from the team or group

of employees, regardless of their ability to problem-

solving and solve production problems for the sake of

maintaining friendly relations.

At the next stage of the empirical study, the pecu-

liarities of the manifestation of the types of the heads’

attitude of vocational education institutions with other

people were analysed(table 4).

Table 4: Type of installation of heads of vocational schools

with other people.

Type of installation Number of respondents, %

Situational-subjective 44.3

Functional & business 22.6

Hidden-negative 17.4

Neutral-indifferent 14.8

Active-positive 0.9

As evidenced by the data in table 4, the major-

ity of heads of vocational education institutions found

an insufﬁcient level of positive attitude towards other

people.

So, the active-positive type of installation as a

professionally important quality of specialists such

as “person-person” is characteristic of only 0.9% of

respondents. Representatives of this group show a

friendly attitude to others, willing to notice ﬁrst of all

their positive qualities, which, in turn, creates an at-

mosphere of friendliness, mutual understanding and

cooperation. This type of attitude is especially rele-

vant in the situation of distance learning, limited di-

rect contact of participants in the educational process

to increase the level of psychological security of the

digital learning environment.

At the same time, a signiﬁcant number of heads

(44.3%) are characterized by a situational-subjective

type of attitude towards other people, which causes

a tendency to differentiate their attitude to others de-

pending on their emotional state and feelings of ac-

ceptance by others; and also leads to sharp mood

swings under the inﬂuence of situational factors and

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

subjective factors. 22.6% of the surveyed heads

have a functional-business type of attitude, which is

manifested in a differentiated attitude towards peo-

ple consistent with their usefulness when friendliness

is shown only about “necessary” people. The survey

stated that neutral-indifferent type of attitude towards

other people have 14.8% of respondents and is man-

ifested in secrecy, lack of sincerity to others; com-

munication is formally polite but emotionally alien-

ated and superﬁcial. Heads of latent-negative orienta-

tion (17.4% of respondents) show a tendency to notice

and emphasize mostly negative traits, qualities in oth-

ers, intolerance of these people, openly demonstrating

their negative attitude, which creates mutual hostility

and malevolence.

As the analysis of the results of the study showed

the peculiarities of the type of heads’ attitude of vo-

cational education institutions to others, only 0.9 %

of surveyed heads are characterized by a high level of

attitude towards other people, 67.0 % – medium, and

32.1 % – low (table 5).

So, the type of attitude towards other people is one

of the problem areas in the context of heads’ personal

readiness of vocational schools for management ac-

tivities in the context of digitalization of educational

space.

It is clear that with this type of attitude of heads,

the development of motivation for staff professional

development of educational organizations in general,

and the introduction of digital learning tools is quite

problematic.

An important indicator of heads’ personal readi-

ness of vocational schools to manage in the digital-

ization of educational space following the author’s

approach is the heads’ social creativity of vocational

(professional) schools, to determine which used the

appropriate method of Fetiskin et al. (Fetiskin et al.,

2002).

By the results of empirical research, an insufﬁ-

cient level of social creativity was found in a rather

large group of surveyed heads (table 6).

As evidenced by the data presented in table 6, a

low level of social creativity was found in 28.7%, av-

erage – in 43.5%, and high – in 27.8% of respondents.

Thereby, a signiﬁcant number of heads of voca-

tional education institutions are characterized by a

lack of creativity in the social sphere, they have dif-

ﬁculty in constant social contacts and motivational

attitudes to communicate with other people; limited

in the manifestations of social imagination, which

allows predicting and modelling behaviour in situa-

tions of interpersonal interaction based on feedback,

etc. This may indicate certain limitations in creating

a creative digital educational environment, on the one

hand, due to the speciﬁcs of virtual interaction, and,

on the other - due to the position that inhibits social

interactions, because heads themselves are not able to

show an example of creative interpersonal interaction,

to be the creative environment carrier.

Summarizing the results according to all meth-

ods, we identiﬁed the levels of heads’ personal readi-

ness of vocational education institutions to manage in

the context of digitalization of educational space (ﬁg-

ure 1).

Figure 1 presents that the heads’ personal readi-

ness of vocational education institutions to manage

in the conditions of digitalization of the educational

space is insufﬁciently formed.

Hence, a high level of such readiness was found

only in 20.4% of the surveyed heads, who are charac-

terized by high levels of entrepreneurial activity, self-

efﬁcacy, social creativity; predominant focus on busi-

ness and communication as well as an active-positive

type of attitude towards other people.

The average level is set at 63.0% of heads, which

are characterized by the following: mostly average in-

dicators of entrepreneurial activity, self-efﬁcacy, and

social creativity; predominant focus on interaction,

situational-subjective or functional-business types of

attitude towards other people.

A low level was found in 16.6% of respon-

dents, who found low levels of entrepreneurial activ-

ity, self-efﬁcacy, social creativity; predominant self-

orientation as well as neutral-indifferent or hidden-

negative types of attitudes towards other people.

Therefore, based on the results of empirical re-

search, an insufﬁcient level of both indicators of

heads’ personal readiness of vocational education in-

stitutions for management in the context of digitaliza-

tion of the educational process and its general level

were established, which actualize the need to develop

and test a program for psychological support of their

personal readiness in conditions of distance postgrad-

uate education.

4.1 Distance Postgraduate Education

Despite the rapid pace of social changes and scien-

tiﬁc and technological progress, it became necessary

to revise approaches to postgraduate education with

the practice of organizing periodic courses at a certain

time interval between attending refresher courses by

specialists, since this format limits the development

of a personality that can not only perceive changes

as an objective reality but also initiate innovation and

training, adequately solve the problems of our time,

respond to them, predict and change social reality.

Equally important is the awareness and consider-

AET 2020 - Symposium on Advances in Educational Technology

Table 5: Distribution of heads of vocational education institutions by levels of the type of attitude to others.

Levels of attitude towards others Number of respondents, %

Low 32.1

Average 67.0

High 0.9

Figure 1: Distribution of heads of vocational education institutions by levels of personal readiness to manage in the context

of digitalization of educational space.

Table 6: Levels of heads’ social creativity of vocational

schools.

Levels of social creativityNumber of respondents, %

Low 28.7

Average 43.5

High 27.8

ation in the process of distance postgraduate educa-

tion of the speciﬁc features of adult learning based on

their professional experience; value attitude of listen-

ers to reality, indicators of heads’ personal readiness

for managerial activity in the conditions of digital ed-

ucational space (Smulson et al., 2012; Bondarchuk,

2014; Knowles, 1980; Conceptual bases of adult ed-

ucation development, 2018; Putsov, 2010; Eynon and

Malmberg, 2020; Lukyanova, 2019).

Therefore, postgraduate education ceases to per-

form only the traditional function of training and re-

training, it becomes a stage of adult development

aimed at improving professional activity and the de-

velopment of professional competence throughout

life.

The speciﬁc features of adult education is a com-

plex of systematised factors of the educational pro-

cess subjects from the standpoint of the andragogical

approach, which includes: the role of the subjects of

learning and the peculiarities of their interaction as

equal partners; organization of the learning process

based on joint activities, individualization and self-

determination; active and interactive teaching meth-

ods aimed at improving the quality of education, pro-

fessional and personal growth of adults; the speciﬁcs

of educational programs based on the principle of

continuity, expediency, prospects; orientation of the

motivation of learning to meet the practical problems

of the practice of professional activity of specialists;

use of life experience, etc (Andros et al., 2019; Bon-

darchuk, 2015; Conceptual bases of adult education

development, 2018; Lukyanova, 2019).

The importance of postgraduate education in mod-

ern circumstances is due to the changing needs of the

labour market, the content and nature of work aimed

at developing professionals in the context of bringing

their professional skills in line with world standards,

time requirements, personal and industrial needs, im-

proving their scientiﬁc and cultural level, stimulation

and development of the creative and spiritual potential

of personality (Bondarchuk, 2015; Lukyanova, 2019;

Sorochan, 2002).

An important feature of postgraduate education

is its prognostic nature, because the learning process

should, on the one hand, respond quickly to trends

and prospects of education and the latest advances

in science, and on the other – to widely disclose

practice-oriented training technologies students to re-

spond to challenges in professional activities.

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

All these aspects remain relevant during the intro-

duction of anti-epidemic measures in our country and

around the world, related to the spread of COVID-19,

which encouraged educational institutions at all levels

to make a mass transition to distance learning. At the

same time, the active introduction of distance learning

in postgraduate education necessitates the organiza-

tion of effective interaction of students in the virtual

educational space as a systematic and effective joint

activity based on ICT.

This helps to highlight the speciﬁc features of dis-

tance learning, among which are the following ad-

vantages: the ability to vary both asynchronous and

synchronous interaction with all partners belonging

to the virtual community; association of participants

of interaction in joint activity on the transformation

of certain objects that have for them subject-practical

and cognitive value; the emergence of new motivating

factors of virtual interaction, in particular, the novelty

of the proposed work forms, which creates a sense

of belonging to advanced technologies, reinforces the

desire to be modern.

It is also necessary to take into account the prob-

lems in the organization of distance learning, includ-

ing the following: the presence of psychological bar-

riers in some heads (especially older people) when

working with a computer; insufﬁcient level of com-

petence in the implementation of ICT of a signiﬁcant

number of teachers and students; insufﬁcient level

of psychological and pedagogical competence of the

postgraduate education system teachers regarding the

organization of virtual interaction, etc.

At the same time, psychological and pedagogical

developments in the ﬁeld of distance learning and dis-

tance education, the creation of virtual educational

space correspond to modern issues of lifelong learn-

ing as a psychological and pedagogical condition of

self-development (Andros et al., 2019; Balyk et al.,

2019; Bondarchuk, 2014; Bykov et al., 2020; Smul-

son et al., 2012; Spirin and Vakaliuk, 2019).

This approach allows talking about the funda-

mental possibility of developing in the conditions

of distance postgraduate education the heads’ per-

sonal readiness of vocational education institutions

for management activities in the digital educational

environment.

The results of the implemented empirical study

revealed an insufﬁcient level of both indicators of

heads’ personal readiness of vocational education in-

stitutions to manage in the context of digitalization of

the educational process, and the level of their readi-

ness in general.

Difﬁculties in the manifestations of en-

trepreneurial activity, in assessing their effectiveness,

the predominance of egocentric orientation, differ-

entiated attitude to others concerning the subjective,

situational, useful factors, limiting the focus on

forming a creative digital educational environment

in a large number of researchers, which highlighted

the need to develop approbation of the program

of development of heads’ personal readiness of

vocational education institutions to management in

the conditions of digitalization of educational space

in the system of distance postgraduate education.

To identify the factors that hinder the effective im-

plementation of the process of heads’ personal readi-

ness of vocational education institutions to manage

management in the digital education space, it should

be noted that although the overwhelming majority of

heads understand and share the importance of intro-

ducing digital management technologies, this process

is sometimes chaotic, unsystematic in nature, besides,

many heads have a low level of initiative, enterprise

and other psychological qualities that are important

for successful management activities in the context of

digitalization of the educational space.

4.2 Description of the Program

The purpose of the formative stage of the experiment

was to design and experimental veriﬁcation of the ef-

fectiveness of the program for the development of per-

sonal readiness of heads of vocational education insti-

tutions to manage in the context of distance postgrad-

uate education.

The developed program was based on a concep-

tual model of promoting the personal development of

specialists in the process of postgraduate education

(Bondarchuk, 2008), according to which the develop-

ment of heads’ personal readiness of vocational edu-

cation institutions for management in the digital edu-

cation space is carried out in four stages.

1. The preparatory stage, which actualized the

heads’ desire to develop personal readiness for

management activities in the digital educational

environment.

So, the preparatory stage of the work included: an

acquaintance of group members; determining the pur-

pose and objectives of the special course; expression

by heads of expectations from participation in a spe-

cial course; discussion and approval of work rules;

setting up activity and improving efﬁciency; creating

a comfortable atmosphere of interaction in a virtual

learning environment.

For this purpose, at the beginning of each meet-

ing, various forms of activity were used: self-

presentations, icebreakers, voicing actual well-being

and psycho-emotional state, exercises, etc.

AET 2020 - Symposium on Advances in Educational Technology

This was achieved through the use of, for example,

icebreaker exercises “I did not expect myself to. . . ”,

modiﬁed and adapted for distance learning exercises

“Ball” and also exercises “Treasury of associations”

and the modiﬁed variant of brainstorming “Pros and

cons of digitalization of educational space”, etc.

2. Diagnostic stage aimed at the disclosure and

awareness of heads of personal characteristics and

their reﬂection in the results of professional activ-

ities.

At this stage, a psychological workshop was con-

ducted using the following methods: Test for general

abilities to entrepreneurship (GET TEST, adapted by

Y. Pachkovskyy) (Pachkovskyi, 2006); Self-efﬁcacy

questionnaire (authors – M. Scherer, J. Maddux,

modiﬁed by A. Boyarintseva) (Sherer et al., 1982);

methods – “Determination of personality orienta-

tion” (authors – M. Kucher, V. Smekal) (Nikiforov

et al., 2003); “Attitude to the neglected employee

(who is given the least preference” (Least Preferred

Coworker, LPC, author – F. Fiedler, adapted by

S. Kalishchuk) (Kalishchuk, 2014); “Determination

of social creativity of the individual” (adapted by

N. Fetiskin, etc) (Fetiskin et al., 2002).

3. Developmental stage, in which the development

and correction of components of heads’ personal

readiness for management in the digital educa-

tional space, using the following methods:

– analysis of managerial situations, when partic-

ipants consider problematic situations of man-

agerial activity during the digitalization of ed-

ucational space, the constructive solution of

which is possible provided that there is a high

level of appropriate personal readiness of the

heads of vocational education institution;

– group work to actualize the desire to help im-

prove the management of the educational insti-

tution by personal example through exercises:

“My life credo”, “Who am I? What am I?”,

“Portrait of the head of a vocational education

institution”, etc.;

– business game “Vocational education institu-

tion: yesterday, today, tomorrow”, which helps

to comprehend the existing experience and

agree per the requirements of the time;

– role-playing games “Guess the style of commu-

nication”, “Psychological strategies to achieve

results during the online meeting”.

4. Prognostic stage aimed at identifying and devel-

oping vectors, forms, methods and ways of fur-

ther development and self-development of heads’

personal readiness of vocational education institu-

tions for management activities in the digital edu-

cational environment.

The means of implementing the ﬁnal stage were

special tasks for independent work, exercise “Wish

Basket” (members of the training group wished each

other in the form of proposals “gifts” that provide an

opportunity to improve the heads’ personal readiness

of vocational education institutions to manage in the

digital educational space), and also reﬂective analysis

“What did the training give me?”.

The ﬁnal stage of the program was focused on

summarizing the work, ﬁlling out a feedback ques-

tionnaire, which is expected to answer the following

questions:

I. Have you participated in such events before?

II. Did your expectations for the special course come

true?

III. What did you like most about the tasks?

IV. Did you receive new information about your per-

sonal qualities? If so, which ones?

V. Have there been any changes with you as a re-

sult of participating in the special course and if

so, which ones?

VI. Have you gained any useful knowledge? If so,

which ones?

VII. Do you plan to use the acquired skills in your pro-

fessional activity?

Hence, taking into account the results of the ascer-

taining stage of the study, the list of principles (pro-

fessional development of heads of vocational educa-

tion institutions, focus on self-knowledge and indi-

vidual’ self-development, use of active group teach-

ing methods, creative activity, partnership) and psy-

chological conditions (creation of a special social

environment of comfort and creative freedom, mu-

tual support in the group, trust, respect, activation of

adequate self-perception through reﬂective analysis),

which contribute to the development of heads’ per-

sonal readiness of vocational education institutions to

manage in the digital educational environment in dis-

tance postgraduate education.

Speciﬁc features of such a social environment in

terms of distance learning are:

1) the organization of virtual joint activities of heads

of vocational education institutions, during which

they realize themselves as creative individuals;

meet higher human needs; at the same time

through the organization of joint, interdependent

activity there is an effect of group feeling of use-

fulness for another with raising of self-worth;

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

2) joint formation of group norms and principles of

interaction of humanistic orientation in the virtual

learning environment, among which was voiced

the establishment of partnerships during participa-

tion in the program, sincerity, emotional openness

and trust in each other, acceptance of another per-

son as a value; tolerance, positive attitude, lack of

criticism, active involvement in the group creative

process;

3) social and spiritual enrichment in remote joint

activities, the joint experience of a sense of be-

longing to the peculiarities of professional cul-

ture, discussion of issues of professional self-

determination, the mission of the head of voca-

tional education, etc.;

4) intensiﬁcation of mental, emotional and be-

havioural components of joint activities through

collective action in the digital learning environ-

ment with a public demonstration of results, such

as project activities;

5) establishing feedback in the process of joint ac-

tivities between its participants (chats, conversa-

tions, group forms of communication, etc.) to en-

sure the process of self-awareness with the help of

others;

6) implementation of a system of special tasks that

determine the acceptance and playing of a social

role (head of a vocational education institution)

with certain characteristics that correspond to a

person focused on improving management in the

digitalization of the educational space (Krylov,

2000).

The next task of the formative stage of the ex-

periment was to identify and develop adequate and

optimal forms and methods of work that would best

meet the objectives of the study and take into ac-

count the features of distance postgraduate educa-

tion. Herewith, we took into account that the heads’

training methods of vocational education institutions

should be characterized by efﬁciency and practical-

ity, encourage constructive communication, promote

the ability to solve management problems in the dig-

ital educational environment, stimulate new ideas,

develop heads’ ability to self-knowledge and self-

understanding, cultivate tolerance, respect for the in-

dividual characteristics of each person.

The choice of the most optimal forms and methods

of training of heads of vocational education institu-

tions was based on the fact that they should be charac-

terized by efﬁciency and practicality, encourage con-

structive communication, promote the ability to solve

management problems in the digital environment, be

open to new ideas and active in their implementa-

tion, develop the ability of heads to self-knowledge

and self-understanding, cultivate tolerance, ﬂexibility,

and respect for the individual characteristics of each

person (Bondarchuk et al., 2014; Kredentser, 2011;

Kazakova, 2020; Bondarchuk, 2015).

Based on our practice and the speciﬁcs of adult

education in the process of distance learning in mod-

ern conditions, we believe that it is appropriate to

apply adapted to distance learning group and inter-

active methods: training in a virtual learning envi-

ronment, group discussions in video conferences and

“brainstorming” in chat, work in small groups in the

created rooms of the distance learning environment,

interactive mini-lectures using multimedia presenta-

tions, role and business games, method of incomplete

sentences, analysis management situations and their

discussion, project and individual creative tasks, etc

(Bondarchuk et al., 2014; Bondarchuk, 2008; Kara-

mushka, 2004; Kredentser, 2011; Mogilevkin, 2007;

Kazakova, 2020).

The main form of implementation of the program

of heads’ personal readiness to manage in the digi-

talization of educational space was chosen training,

because of its focus on the practical development of

material, when in the process of modelling specially

set situations students have the opportunity to de-

velop and consolidate the necessary knowledge and

skills, experience and approaches used in the work,

understand the state of development of personal readi-

ness and identify its psychological problems, personal

qualities, features of interaction with others. With the

help of training exercises in a virtual learning environ-

ment, heads learn the features of remote perception by

others of their personal qualities, behaviour, manage-

rial actions. Overcoming psychological difﬁculties,

correction of restrictions, correction of shortcomings

in interactive interaction at a distance are carried out;

ways of his/her personal growth are developed.

Inclusion in the program group discussions in

chat capabilities used for updating the free exchange

of digital learning environments thoughts, ideas and

knowledge between stakeholders to provide feedback,

reducing resistance to adopting the opposite position

through group reﬂection, eliminating bias in assess-

ing others through public statements, enabling heads

to demonstrate their competence by meeting the need

for respect and recognition.

The use of group discussions contributed to the

development of motivation to use such a technique

in managing a vocational education institution, ex-

panding ideas about the possibilities of interpersonal

interaction and creating effective team cooperation

in a virtual environment, expanding and deepening

AET 2020 - Symposium on Advances in Educational Technology

knowledge about the peculiarities of heads’ personal

readiness to manage of the educational institution in

the context of digitalization of the educational space,

updating aspirations to improve the management ef-

ﬁciency of their educational institution, to strengthen

the desire to implement innovative forms and methods

of personality development, to understand the condi-

tions and ways of developing personal qualities that

are important in the context of the digitalization of

the educational space.

Besides, we took into account the fact that the

use of group discussions in training, following the

Pakhalyan (Pakhalyan, 2006) opinion, promotes em-

pathy, allows noticing in each unique and original per-

sonality, changes the attitude of participants to others

through the emergence of new active social interac-

tions, which becomes especially relevant in the digital

educational environment.

To expand the variability of tasks for students in

a special training course, one of the options of group

discussion was used – the method of “brainstorming”

as a common group way of problems-solving by gen-

erating new ideas by participants, which stimulates

creative activity, creativity, enrichment of construc-

tive experience, search and development of new, non-

standard solutions, saving resources, time and energy

of the team and its members.

Also, the brainstorming was carried out follow-

ing the rules (unlimited number of ideas, lack of crit-

icism and evaluative judgments, equality of partici-

pants) and contributed to the development of toler-

ance skills and group integration in a digital environ-

ment.

The training program included a list of tasks for

brainstorming in the chat: “Speciﬁcs of management

of vocational education in the digital educational

space”, “Basic tools for personal development of sub-

jects of the educational process in distance learning”,

“The role of creativity in entrepreneurial activity vo-

cational education”, etc. Moving on, in addition to

joint development of group work rules in the virtual

learning environment, heads had the opportunity to

expand understanding and understanding of the con-

tent and speciﬁc features of management in the digital

educational space, conditions and ways of personal

development of distance learning, as well as aware-

ness of emotionally motivated orientation of manage-

ment activities in the digital educational environment.

The inclusion of short interactive mini-lectures in

group discussions has intensiﬁed the development of

the heads’ personal readiness of vocational education

institutions to manage in the context of digitalization

of the educational space by expanding psychological

knowledge about the advantages and problems of the

virtual educational environment, the peculiarities of

the attitude of leaders to distance education, to man-

aging a vocational education institution in a distance

format, in distance education services and the pecu-

liarities of their provision, for the personal readiness

of the head of a vocational education institution for

management in the context of digitalization of the ed-

ucational space and its development, the features of

the manifestation of its components: self-control in

communication and general abilities for entrepreneur-

ship, determining the orientation of the personality,

self-efﬁcacy, etc. (Bondarchuk et al., 2014).

Effective, in our opinion, in the conditions of

a distance postgraduate education, is a modiﬁed

method of group interaction as work in small groups –

for example, group work to analyze the implementa-

tion of distance learning in the educational process

from the point of view of various subjects – students,

parents, teachers, administration, etc., when the par-

ticipants, having united within the learning environ-

ment in mini-groups, discussed the advantages and

disadvantages of distance education and developed

proposals to improve the effectiveness of the imple-

mentation of these changes.

It was also useful to involve role-playing and busi-

ness games in the process of training interaction in

the form of online conferences, which contributed

to modelling the system of social relations, reducing

emotional stress due to the verbalization of the exist-

ing situation, solving problem situations by teaching

the ability to see and analyze the problem from differ-

ent points of view, the formation of real partnerships

with others based on cooperation and correction of the

difﬁculties of personal development of leaders.

The essence of the role-playing game consisted in

the fact that heads in a situation of remote interac-

tion temporarily “assumed” a certain social role and

demonstrated such behavioural models that, in their

opinion, correspond to this role. Participants in the

role-playing game had the opportunity to make mis-

takes and learn from them without much risk, got the

opportunity to ﬁnd out what other listeners see and

feel, what reactions they cause in others with their

attitude and behaviour. Thus, the role-playing game

provided an educational function, creating models of

distance interaction of listeners in conditions of equal-

ity in a dialogical partnership and the like.

As part of our program, we used role play to im-

prove the skills of effective communication and inter-

personal interaction of students during management

activities (Kazakova, 2020). At the same time, we

took into account the possible limitations of this form

of conduct and the shortcomings of the method itself:

an excess of visual images, an increase in the pro-

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

portion of emotional rather than rational judgments,

a certain artiﬁciality of the procedure, the unrealistic

scenario of the game, frivolous attitude of the par-

ticipants, etc. At the training, heads were offered

the following role-playing game – “Online Meeting”.

Among the participants, the leader and his/her three

deputies were elected, who conditionally participated

in the meeting, other members of the group acted as

observers. Participants were invited to discuss the

plan of work of the institution in the conditions of

quarantine, analyze the difﬁculties connected with it

and outline ways of increase of efﬁciency of rendering

of distance educational services.

Besides, our program used business games as a

method of ﬁnding solutions in a conditional prob-

lem situation related to the heads’ professional ac-

tivities and as a method of active learning that con-

tributes to the development of decision-making skills

in the heads of vocational education institutions in

non-standard situations, as well as a means of testing

abilities to work out and improve existing organiza-

tional and managerial processes (Kredentser, 2011).

Thus, we have proposed a business game “Insti-

tution of vocational education: Yesterday, Today, To-

morrow”. The trainees were divided into three corre-

sponding mini-groups, each of which was combined

in a virtual learning environment using Viber messen-

ger to develop common positions, and then the results

were presented to the whole group, followed by their

discussion.

The participants were offered the following in-

structions: 1) by creating a new group in the mes-

senger, to jointly analyze the conditions of activity

of vocational education institutions and the factors of

ensuring their effective activity yesterday, today and

in the future; 2) determine the basic requirements for

the personality of the head who successfully imple-

mented, carries out and will manage the institution

under appropriate conditions. Thus, the heads had the

opportunity to realize the importance and relevance

of the development of the heads’ personal qualities,

apply a set of knowledge gained on the deﬁning char-

acteristics of the head’s personality for the successful

implementation of management, as well as the skills

and abilities acquired for the development of personal

readiness for management in modern conditions of

distance learning.

In the training program, we used methods aimed

at developing the ability to perceive, understand and

constructively evaluate ourselves and other people.

During training sessions with the help of exercises

specially adapted to distance conditions, such as

“However, you ...”, “Who am I? What am I?”, par-

ticipants received verbal and non-verbal information

about how other people perceive them, how these

ideas coincide with their own, acquired the skills of

deep reﬂection, semantic and evaluative interpretation

of the object of perception.

In the program of the special course, we used exer-

cises of a projective nature: drawing, analysis of man-

agerial situations, etc. Projective methods as compo-

nents of training work stimulated a thorough study

of their resources in the heads of vocational educa-

tion institutions, as the process of creating any cre-

ative product is based on such psychological func-

tions as productive imagination, active perception,

fantasy and symbolization. Therefore, we considered

the projective image, ﬁrst of all, as a projection of the

head’s personality as a symbolic expression of his/her

attitude to management in modern conditions, digital-

ization of the educational process, vocational educa-

tion institutions, etc.

It should be noted that the use of projective tech-

niques contributed to an overall positive attitude,

which manifested itself in interest, involvement and

spontaneity. For example, students, using a drawing,

created a portrait of the head of a vocational educa-

tion institution, capable of balanced risk or capable of

innovations, and the like.

A striking example of the use of the incomplete

sentences method was our modiﬁed exercise “Cre-

ative” (Kredentser, 2011), which contributed to the

creative approach in the process of communication

with colleagues in the implementation of digital ed-

ucational technologies, encouraging themselves and

others to generate creative ideas, when participants

were invited to express in the chat as many creative

ideas to solve the list of proposed situations in the dig-

ital educational environment.

Also, in the training program used for the situ-

ations analysis (a detailed analysis of the problem

of professional situations). The application of this

method allowed participants to more clearly articulate

their difﬁculties in mastering new types of behaviour,

realize their role in this situation and evaluate their ac-

tions. Heads had the opportunity to analyze and dis-

cuss situations they face or may face in the actual pro-

cess of managing a vocational education institution.

They evaluated, predicted, analysed different options

for the consequences of the heads’ behaviour. In par-

ticular, the following situations were proposed:

• Your deputy expressed concern about the deterio-

rating mood, decreased motivation to teach in the

teaching staff of the institution during quarantine

restrictions. What are your actions?

• Within two to three months, not very positive re-

views have been written on social networks about

the speciﬁcs of organizing distance learning in the

AET 2020 - Symposium on Advances in Educational Technology

institution you run. What are your actions?

The advantages of the situation analysis method

include the development of the heads’ skills of vo-

cational education institutions for a comprehensive

analysis of the actual problems of the activities of the

institutions they manage, taking into account many

factors (the development of skills of creative and crit-

ical thinking, making balanced, collegial decisions,

the development of skills of cooperation and group in-

teraction in the digital educational environment, etc).

The program of the special course included diag-

nostic methods that were used for self-diagnosis by

participants, and to study the effectiveness of the pro-

gram.

Applied exercises that contributed to the devel-

opment of heads’ personal readiness of vocational

education institutions per our identiﬁed indicators

were developed personally by the authors or modi-

ﬁed following the purpose and objectives as well as

the speciﬁc implementation of remote special course

(Bandura, 1971; Bondarchuk, 2008; Frager and Fadi-

man, 2012; Karamushka, 2004; Kazakova, 2020; Kre-

dentser, 2011; Mogilevkin, 2007; Pakhalyan, 2006).

To enhance awareness, deepen reﬂective analysis

and consolidate a positive attitude towards oneself,

conﬁdence in one’s effectiveness, constructive experi-

ence gained by participants in the process of the train-

ing process, the program includes individual tasks for

independent work. Hence, heads were asked to ana-

lyze how the head’s conﬁdence in their effectiveness

in the digital education space affects the quality of

management activities in the institution in which they

work; write an essay on the topic “The head of a vo-

cational education institution is the leader in the im-

plementation of distance education in the region”; de-

velop a plan for the digitalization of the educational

space, taking into account the speciﬁcs of the insti-

tution per year, while providing possible decision-

making options; analyze their personal readiness as

the head of a vocational education institution for man-

agement activities in the context of digitalization of

the educational space and draw up an individual pro-

gram for its development.

The program is designed for 30 hours (includ-

ing 12 hours of classroom training and 18 hours of

individual work) and was implemented in the for-

mat of a special course “Development of heads’ per-

sonal readiness of vocational education institutions

for management in the digitalization of education

space” using the BigBlueButton platform (http://bbb.

uem.edu.ua/).

The content of the program consisted of two train-

ing modules (Module 1. “The head’s personal readi-

ness of a vocational education institution for manage-

rial activity in the conditions of digital educational

space: essence and indicators”; and Module 2. “The

development of head’s personal readiness of a voca-

tional education institution for managerial activity in

the conditions of digital educational space”), which

fully contributed to achieving the goal of the forma-

tive stage of the research.

Consequently, there is a need to disclose the con-

tent of the program for the development of heads’

personal readiness of a vocational education institu-

tion for management activities in the digital education

space following the selected modules.

Within the framework of the implementation of

the ﬁrst module “The head’s personal readiness of

a vocational education institution for managerial ac-

tivity in the conditions of digital educational space:

essence and indicators” the main forms of group work

(group communication, discussions, mini-lectures,

individual tasks, diagnostic other actions) were iden-

tiﬁed, which best help solve such issues:

• actualization of the needs of participants in im-

proving the efﬁciency of management in the digi-

talization of educational space;

• systematization and deepening of the idea of pro-

fessionally important head’s personality traits of a

vocational education institution, signiﬁcant in the

digital education space;

• development of heads’ beliefs about their value,

efﬁciency, controllability and managerial compe-

tence in professional life;

• improving understanding of the processes of self-

regulation in complicated communicative situa-

tions in the digital education space.

Working in the virtual learning environment on

the platform began with a discussion of organiza-

tional issues, namely deﬁning the purpose and objec-

tives of training, studying the expectations of partici-

pants, discussing the rules of group interaction, help-

ing to adjust to constructive communication, increase

group cohesion, reduce psychological discomfort re-

motely, etc. For this purpose, at the beginning of

each meeting, using various forms of activity (self-

presentations, icebreakers, voicing the actual well-

being and psycho-emotional state, psycho-gymnastic

exercises), which set participants to support a positive

group atmosphere, providing opportunities for indi-

vidual and group reﬂection.

This was achieved by using, for example, ice-

breaker exercises, when participants took turns con-

tinuing the phrase: “No one knows that I . . . ”.

Whether performing a modiﬁcation of the exercise

“Who am I”, during which heads recorded three

items, and then presented the results in the form of

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

a mini-presentation “Subordinates think I am . . . Stu-

dents think I’m. . . In fact, I am. . . ”. Or participation

in a modiﬁed and adapted for the remote environment

version of the game “The ball”, in which participants,

passing the conditional ball in the chat to the next,

continued the phrase: “I am an effective head of a vo-

cational education institution because . . . ”, “For me,

it is important to have a team in the institution because

. . . ”, “If there are difﬁculties in the work, I am . . . ”,

etc. After each exercise, there was a discussion about

the state of health, the current emotional state, which

helped to strengthen the personal and group reﬂection

of heads.

To exploring expectations, heads were asked to

answer questions in general notes: “What are your

expectations from the special course?”, “What ques-

tions are most relevant to you in the context of the

topic of the special course?”.

Actualization of theoretical aspects of heads’ per-

sonal readiness was carried out by including in the

program content of a special course of mini-lectures

and messages from the trainer with the subsequent

group discussion and other practical tasks: “The pur-

pose, objectives and structure of the special course”,

“The role of entrepreneurship in the structure of

heads’ personal readiness of vocational education in-

stitutions for management activities in the context of

digitalization of educational space”, “Personality ori-

entation as an important head’s professional quality in

a digital educational environment”, etc.

To intensify the group discussion, we used the re-

sults of the method of incomplete sentences, which

served as material for discussion in group discus-

sions: “The digital educational environment of a vo-

cational education institution is . . . ”, “The head’s per-

sonal qualities of a vocational education institution in

the modern digital environment are. . . ”, “Competitive

strategies for managing a vocational education institu-

tion in the digital space are. . . ”, “The most important

aspects in the process of interaction with the team in

the digital education space are. . . ”, etc.

The answers were recorded in a chat, then high-

lighted on a slide in a virtual learning environment

and discussed by all participants. In the course of the

discussion, the facilitator received special encourage-

ment from the answers, which emphasized the impor-

tance of personal qualities that are important in man-

agement in the digital education space.

Implementing the tasks of the ﬁrst module, the

program of the special course included “brainstorm-

ing” “Rules of the vocational education institution

in the digital environment” with subsequent group

discussion, when participants wrote in general notes

all possible options to support psychologically com-

fortable digital space of the educational organiza-

tion which they manage. It should be noted, that

heads were very active and inspired to make propos-

als based on their experience, as well as ﬁnding non-

standard, creative ideas for creating and maintaining

a favourable digital environment.

In our opinion, the inclusion of the entrepreneur-

ship development unit in the program contributed to

the awareness of the heads of vocational education in-

stitutions of the need to develop entrepreneurial activ-

ity as a necessary professional quality of an educator

in modern conditions of digitalization of educational

space. This task was achieved by group discussions

in chat and audio and video presentations “The main

characteristics of the entrepreneurship of the head and

staff of the educational organization”, the generaliza-

tion and discussion in an interactive mini-lecture us-

ing a multimedia presentation “The essence and im-

portance of entrepreneurship in the activities of heads

and staff of vocational education institutions”.

In particular, increased interest and active involve-

ment were caused by the implementation of a mod-

iﬁed version of the exercise “Identiﬁcation of inno-

vation in the process of digitization of educational

space” (work in small groups with further discussion)

(Kredentser, 2011), during which participants were

asked to develop a plan for innovative changes re-

lated to development digitization of the educational

environment by items: 1) The purpose of innovative

change; 2) Available resources for implementation;

3) Risks of implementation; 4) Plan for the imple-

mentation of innovative changes; 5) Demonstration of

innovative personality traits.

Participants in small groups formulated the goal

of the jointly chosen innovative change; analysed the

existing and imagined opportunities for project im-

plementation, as well as deterrents, restrictive and

inhibitory circumstances that could potentially affect

the success of implementation; developed a step-by-

step plan for introducing innovative change; listed the

necessary head’ personality traits for the effective im-

plementation of digital innovations in the educational

process. In the end, audience member presented the

results of the joint work of their group to the whole

audience in a virtual learning environment, other par-

ticipants acted as experts and wrote on the board of

joint notes key, in their opinion, the position.

To increase self-conﬁdence, develop conﬁdence in

the effectiveness of their actions, the ability to see in

themselves and other positive qualities served exer-

cise “Name differently”, which was performed indi-

vidually with further discussion in the group. At the

ﬁrst stage of the exercise, heads were asked to make

a list of 10 own qualities that do not like themselves.

AET 2020 - Symposium on Advances in Educational Technology

The next step was to ﬁnd situations where this quality

would have the opposite meaning. For example, not-

ing that the head is lazy, the phrase continues: “but I

save resources”.

The ﬁnal stage of work on the program of this

module contained tasks for independent work: per-

formance of individual exercise “Creation of “ﬂower”

of own entrepreneurship”, modiﬁed according to the

purpose of a special course and adapted to conditions

of distance postgraduate education (Krylov, 2000).

Each participant of the program was asked to draw

a ﬂower, like a daisy, and on each petal to write down

those characteristics of entrepreneurship of the head

of a vocational education institution, which, in his

opinion, are important in the digitalization of educa-

tional space, which served to build a personal proﬁle

of entrepreneurship. Then, if desired, participants in

the learning environment presented the results, there

were a discussion and feedback.

The results of processing the above methods of

the ﬁrst module were used in the process of work-

ing on the second module of the program “The de-

velopment of the heads’ personal readiness of a vo-

cational education institution for managerial activity

in the conditions of digital educational space”, aimed

at improving the personal qualities of heads in the

ﬁeld of vocational education, important in the con-

text of improving management following the require-

ments of today’s digital educational environment by

solving the following tasks:

• improving skills of effective interaction in a vir-

tual learning environment, creating a favourable

environment by establishing positive feedback;

• systematization and deepening of perceptions

about the role of entrepreneurship in the manage-

ment of vocational education, the possibility of

using a creative approach in solving difﬁcult life

and professional situations;

• expanding the repertoire of constructive manage-

ment actions through the use of ﬂexible compet-

itive strategies in the context of digitalization of

educational space;

• development of skills to receive and provide feed-

back and support in difﬁcult professional manage-

ment situations.

To consolidate and develop constructive personal

innovations of the program participants, within the

framework of this module the use of various interac-

tive training forms (group discussion, work in small

groups, role-play, exercises, etc.) was envisaged.

Consequently, the search for internal resources to

overcome complex management situations, increase

the variability of effective self-regulatory strategies,

as well as the development of skills to adequately

express their emotional states, and thus the develop-

ment of a reﬂective attitude towards others, helped

the method of incomplete sentences: “I am in-

spired by. . . ”, “I am happy. . . ”, “I am glad. . . ”, “I

soothing. . . ”, “I am worried about. . . ”, “I am con-

cerned. . . ”, “I am sad from. . . ”, etc.

The training exercise in our modiﬁcation “How

entrepreneurship manifests itself in the work of the

head of a vocational education institution” (Kre-

dentser, 2011) aimed to deepen the understanding

and importance of the main characteristics of en-

trepreneurship of the education head, such as follow-

ing: persistent motivation and persistence in achiev-

ing goals, activity, initiative, independence and inno-

vation in the personal, social and professional aspects

of life. So, the participants in the general chat wrote

or in an audio or video address talked about the ac-

tions of an enterprising person to demonstrate these

qualities in life, and suggested ways to develop them.

To develop a reﬂective position, self-

understanding, conscious modelling and design

of management activities of heads of vocational

education institutions used a modiﬁed exercise

“Technique of personality development” (Frager

and Fadiman, 2012), in the process of which the

following instructions were given: 1) split the sheet

in half, write on the left the personality traits they

would like to get rid of (preferably at least ﬁve), on

the right write the opposite trait they would like to

get; 2) identify the traits that participants would like

to acquire in the ﬁrst place, analyze what can be done

immediately to get closer to the ideal state, how to

behave.

To improve the ability to creatively use available

resources in the process of interaction in the digital

education space following the objectives of the sec-

ond module was the inclusion in the program of a spe-

cial course of business and role-playing games “On-

line Meeting”, the essence of which is given above.

Analytical work in small groups on the joint

project “Portrait of a successful head of a vocational

education institution in the digital educational space”

(Bondarchuk, 2008) helped to summarize the expe-

rience of signiﬁcant characteristics of the personality

of the head in the digital educational space, skills to

tolerantly express their thoughts and approach to solv-

ing problems, maintaining partnerships, friendly rela-

tions, opportunities to show their talents and creativ-

ity. To do this, rooms were created for group work

in a virtual learning environment, where participants

had the opportunity to discuss and identify common

key positions, recording and editing them in a com-

mon chat room, and then presented the results of their

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

projects to the whole group and discussed the results.

Completing the special course program to gain a

positive experience from participating in the training

and creating a situation of success, a modiﬁed ex-

ercise “Wish Basket” (Bondarchuk, 2008) was pro-

posed, which was implemented in two stages. At

the ﬁrst stage, each participant in the chat prescribed

wishes to others, putting them in an imaginary basket.

In the second stage, each head chose a number from

1 to 23 (according to the number of participants), and

the trainer read inspiring phrases of the following con-

tent:

• Life is preparing something extremely pleasant

for you!

• Love yourself as you are!

• Make yourself a gift, you deserve it!

• You will deﬁnitely be lucky soon!

• You are unique, just believe in it!

• You are able to achieve much more!

• You will deﬁnitely be lucky! etc.

At the same time, the generalization of the

gained experience, conscious living of one’s personal

achievements in the training process, isolation and

transfer to real managerial situations of key skills of

interaction with subjects of educational process in

digital space was facilitated by group discussions to

determine the most vivid impressions of the training,

the main conclusion of the program; questionnaire to

provide feedback to the trainer on the quality of con-

tent, level of organization and usefulness in practice.

4.3 The Results of the Analysis of the

Effectiveness of the Program

Implementation

The developed program for the development of heads’

personal readiness of vocational education institu-

tions to manage in the context of digitalization of ed-

ucational space was based on a combination of ed-

ucational, training and developmental aspects, obser-

vance of the basic rules of group work, carrying out of

rituals at the beginning and the end of each employ-

ment, verbalized reﬂection that created favourable

conditions for the development of aspects of the per-

son to a context of the researched problem.

Approbation of this program was carried out dur-

ing 2020 based on the Central Institute of Postgradu-

ate Education of the University of Educational Man-

agement in the form of a special course. The pro-

gram of the special course covered 47 heads of voca-

tional education institutions from different regions of

Ukraine, of which 23 people formed an experimental

group and 24 – a control group. The homogeneity of

the experimental and control groups according to the

initial data on the development of personal readiness

and socio-demographic characteristics was ensured.

In the experimental group, the implementation of

the program of heads’ personal readiness of voca-

tional education institutions for management activ-

ities in terms of digitalization of educational space

was carried out holistically, systematically, under psy-

chological conditions, principles provided by cer-

tain methods, techniques and techniques of training.

Forming experiment ended control testing.

In the control group, classes were conducted

under the traditional curriculum of heads’ profes-

sional development of vocational education institu-

tions, with only two diagnostic sections before and

after the formative experiment.

Statistical processing of the results of approbation

of the program “The development of heads’ personal

readiness of vocational education institutions to man-

agement in the digitalization of educational space”

was carried out according to the same methods as

at the ascertaining stage of empirical research using

SPSS software package, version 17.0 for Windows.

Analysis of the results of the implementation of

the program for the development of psychological

readiness of heads of vocational education institutions

for management activities in the context of digital-

ization has shown its effectiveness in developing the

heads’ personal readiness in this category (table 7).

So, the criterion χ

revealed that the participants

of the experimental group between the results of the

ﬁrst and second sections were recorded statistically

signiﬁcant differences in the levels of heads’ personal

readiness for management in terms of digitalization of

educational space compared with participants in the

control group (p < 0.05).

Also, among the participants of the experimental

group between the results of the ﬁrst and second sec-

tions on the G-criterion of signs were recorded statis-

tically signiﬁcant differences in the levels of personal

readiness: an increase in the number of subjects with

a high level of development from 20.8% to 54.1%,

and a decrease the number of respondents with a low

level from 16.7% to 4.2% (p < 0.01).

The participants of the control group did not show

such positive dynamics in the indicators of readiness.

So, as can be seen from table 7, the participants of the

control group according to the results of the ﬁrst and

second sections were recorded statically insigniﬁcant

differences in the levels of personal readiness. In par-

ticular, the number of surveyed heads with a low level

of 16.0% to 8.0% decreased, but these differences are

AET 2020 - Symposium on Advances in Educational Technology

Table 7: Quantitative indicators of levels of heads’ personal readiness of vocational education institutions before and post the

formatting experiment (

∗

– differences are statistically signiﬁcant at the level p < 0.01).

Levels Groups (number of respondents, in %)

of personal before the formatting experiment (1st cut) post the formatting experiment (2nd cut)

readiness experimental group control group experimental group control group

Low 16.0 16.7 8.0 4.2

∗

Average 60.0 62.5 68.0 41.7

∗

High 24.0 20.8 24.0 54.1

∗

not statically signiﬁcant.

It is noteworthy that the leaders – members of

the experimental group after the formative experiment

have changed the severity of the focus on the case

compared with the participants of the control group

(ﬁgure 2).

Figure 2 shows that the level of heads of the ex-

perimental group focus on the case is higher than the

heads of the control group (p < 0.05).

Besides, along with the growth of entrepreneurial

skills, social creativity, etc., according to the partic-

ipants in the ﬁnal questionnaire, the ability to better

understand the qualities of education heads, important

in the context of digitalization of educational space;

positive attitude towards other people.

Indeed, heads, who participated in the program of

personal readiness for management in the digitaliza-

tion of educational space, had a pronounced ability

to a more positive vision of others, greater awareness

of the peculiarities of interaction in the digital educa-

tional environment compared with the control group.

The effectiveness of the program for the develop-

ment of heads’ personal readiness for management in

the digitalization of the educational space is also evi-

denced by the results of the generalization of the feed-

back questionnaire conducted at the end of the special

course. Speciﬁcally, 91.7% of respondents in the ex-

perimental group rated the level of their effectiveness

due to participation in the program on theoretical and

practical achievements as high, and 8.3% – as aver-

age.

Responding to the questionnaire, the respondents

said that participation in the program helped them ex-

pand their theoretical knowledge about the develop-

ment of personal readiness as a professionally impor-

tant quality necessary for successful digitalization of

educational space in the institution, to a better un-

derstanding of themselves, developed skills of self-

control and constructive communication.

In response to questions about the establishment

of successful interpersonal interactions in the digi-

tal learning environment in the experimental group,

95.8% of respondents noted its high level, and 4.2%

– medium.

All respondents in the feedback questionnaire

unanimously stated that they plan to use in their pro-

fessional activities the knowledge gained through par-

ticipation in the program of development of their per-

sonal readiness to digitize the educational space in the

future.

So, during the approbation in the conditions of

distance postgraduate education, the efﬁciency of the

program of development of heads’ personal readiness

of vocational education institutions to managerial ac-

tivity in the system of digital educational space is con-

ﬁrmed.

5 CONCLUSIONS

The article substantiates the content and components

of heads’ personal readiness of vocational education

institutions (entrepreneurship, self-efﬁcacy, focus and

constructive communication, active-positive type of

attitude towards other people, and social creativity),

important for management in the digitalization of ed-

ucational space.

The results of the empirical research revealed an

insufﬁcient level of both indicators of heads’ personal

readiness of vocational education institutions to man-

age in the context of digitalization of the educational

process, and the level of their readiness in general.

Ascertained difﬁculties in the manifestations of en-

trepreneurial activity, in assessing their effectiveness,

the predominance of egocentric orientation, differen-

tiated attitude to others depending on subjective, situ-

ational, useful factors, limiting the focus on creating

a creative digital educational environment in a large

number of subjects.

The speciﬁc features of distance postgraduate ed-

ucation in the context of changes in the ﬁeld of ed-

ucation in recent years are highlighted (combination

of synchronous and asynchronous interaction in the

virtual learning space, the presence of motivating fac-

tors to unite participants in joint distance activities,

the possibility of using interactive forms of distance

interaction, the need to develop information and com-

munication competence), and also the possibilities of

development of personal readiness for management in

Development of Heads’ Personal Readiness of Vocational Education Institutions for Managerial Activity in the Conditions of Distance

Postgraduate Education

Figure 2: Peculiarities of the expression of focus on the case in the participants of the experimental and control groups of

heads of vocational education institutions after the formative experiment (p < 0.05).

the conditions of digitalization of educational space

through distance postgraduate education.

The program of development of heads’ personal

readiness of vocational education institutions to man-

agerial activity in the system of digital educational

space is developed and realized in the conditions of

distance postgraduate education. The content of the

program consisted of two training modules and was

designed for 30 hours (1 ECTS credit) using the Big-

BlueButton platform.

The principles (professional development of heads

of vocational education institutions, focus on self-

knowledge and self-development of the individual,

the use of active group teaching methods, creative ac-

tivity, partnership) and psychological conditions (cre-

ating a special social environment, an atmosphere of

emotional comfort and creative freedom, mutual sup-

port in the group, trust, respect, activation of adequate

self-perception through reﬂective analysis) for the de-

velopment of heads’ personal readiness of vocational

education institutions for management activities in the

digital educational environment in terms of distance

postgraduate education are substantiated.

The effectiveness of the author’s program on the

development of heads’ personal readiness of voca-

tional education institutions for managerial activity in

the conditions of digitalization of educational space

in the conditions of distance postgraduate education

is proved. This is evidenced, in particular, by a statis-

tically signiﬁcant increase in levels of heads’ personal

readiness, as well as the positive dynamics of its de-

velopment in all components of the participants of the

experimental group in contrast to the control.

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