EXPERIMENTAL VERIFICATION OF READINESS OF HEADS OF GENERAL SECONDARY EDUCATION INSTITUTIONS FOR ANTI-CRISIS MANAGEMENT IN THE PROCESS OF INCREASING QUALITY

In the article the step-by-step analysis of experimental check of readiness of heads of establishments of general secondary education to anti-crisis management in system of advanced training is carried out. It is concluded that the pedagogical experiment in order to diagnose the readiness of general secondary education managers for crisis management consisted of three successive stages: diagnostic, ascertaining and formative. Theoretical researches of general problems of management are analyzed. The procedure of selection of test methods, which were used to establish the state of readiness of general secondary education managers for crisis management in the system of advanced training, is described. It was found that each diagnostic tool, ie measurement, must meet the criteria for quality assessment, the most important of which are: objectivity, reliability, validity, accuracy. Each diagnostic tool, depending on the measurement tools, made it possible to obtain results only with some degree of accuracy, which characterizes the degree of fluctuation of the measured parameter, and is defined as the minimum or systematic measurement error by this method. Objectivity involves minimizing the impact of subjective factors, which is ensured by standardization of the procedure of measurement, data processing and interpretation of diagnostic results. Reliability implies the degree of stability of diagnostic results, which is ensured by the optimization of parameters and objectivity of the measuring instrument and the stability of the feature, the level of which is diagnosed; quantitative characteristic of reliability - reliability coefficient R. Accuracy involves the definition and minimization of measurement error. Error is the opposite of reliability. The diagnostic tool is as reliable as it accurately reveals the true achievements or abilities of general secondary education managers to crisis management in the training system. The validity of the diagnostic tool involves the conformity of what is measured to what needs to be measured. Validity is legality, reality, validity, fidelity, correctness, suitability, as well as relevance - relevance. Validity indicates whether the test measures the specified values. Psychodiagnostic techniques used in the study were represented as tests of achievements of heads of secondary education institutions in the field of crisis management; they were provided to highlight the extent to which principals had accomplished the training objectives. It is taken into account that the test should measure what has been stated and studied, nothing more, nothing less, nothing superfluous. The digital results of the statement experiment are represented. According to the digital indicators of the input control (statement stage of the experimental study), the heads of secondary schools KG (control groups) and EG (experimental groups) had the same conditions for admission to the experimental study.