RESULTS OF THE STUDY OF THE IMPLEMENTATION OF ORGANIZATIONAL AND PEDAGOGICAL PRINCIPLES OF INTERNAL AUDIT OF EDUCATIONAL ACTIVITIES OF A GENERAL SECONDARY EDUCATION INSTITUTION

Abstract

Summary. This article presents the results of the study of the implementation of organizational and pedagogical principles of internal audit of educational activities of a general secondary education institution in 6 educational institutions.

In general, the process of conducting an internal audit (self-assessment) of educational activities of a general secondary education institution is characterized by a transition from a predominantly controlling function to a developmental one, with an emphasis on self-improvement of institutions and support for individual progress of students.

The organizational and pedagogical principles of internal audit of educational activities of a general secondary education institution are structured into normative, technological and educational and psychological. The normative principles of internal audit of educational activities are studied by studying the normative documents of secondary education institutions, which are adopted at various management levels (national, regional, local), regulating their activities, as well as the administrative and managerial characteristics of the activities of educational institutions. The technological principles of internal audit of educational activities are determined by the features of the development of parameters, factors and criteria for evaluating the educational activities of an educational institution, as well as the definition of a factor-criteria model as the basis for evaluating the educational activities of a secondary education institution. The educational and psychological principles of the phenomenon under study involve the creation of comfortable and safe conditions of spatial and subject sufficiency; constructing the content of education for participants in the educational process in accordance with modern trends and ideas about positive motivation for cooperation; establishing subject-subject type relations between all participants in the educational process on the basis of human centrism.

Comparison of the results of the experimental and control groups became the basis for conclusions about conducting an objective and effective internal audit of the educational activities of a general secondary education institution by adhering to the organizational and pedagogical principles defined in the work, increasing the level of educational activities of general secondary education institutions and the level of readiness of managers to conduct an internal audit.

In the process of the study, we managed to identify organizational and pedagogical principles, the observance and implementation of which in the educational process of a general secondary education institution, in our opinion, ensured a significant increase in the quality of educational services and the conduct of a high-quality internal audit.