Conditions for the Formation and Development of a Culture of Risk Management for Teaching Staff

Original article

DOI: 10.15293/1812-9463.2401.01

 

Natalia L. Galeeva

Moscow State Pedagogical University, Moscow, Russia

Daria A. Kudryavtseva

Moscow Pedagogical State University, Moscow, Russia

Olga P. Osipova

Moscow State Pedagogical University, Moscow, Russia

Elena V. Savenkova

Moscow State Pedagogical University, Moscow, Russia

Olga A. Shklyarova

Moscow State Pedagogical University, Moscow, Russia

 

Annotation. Introduction. In conditions of socio-economic instability, the use of risk management tools when making management decisions, building management system that includes risk management, will allow you to more effectively achieve your goals. At the same time, the problem of risk management by the management of educational organizations, as well as in the organizational and managerial activities of teaching staff, is not given due attention. This allows us to talk about an unformed risk management culture as one of the results of professional training and advanced training of workers in the field of education. Risk management culture is one of the components of management culture that determines the readiness of teaching staff to ensure the quality of management in the educational system (management of the educational process, educational and cognitive activities of students, etc.). Risk management culture is increasingly being considered by researchers from the perspective of an innovative type of management culture, focused on the implementation of innovations, and the implementation of innovative activities always takes into account risks.

Materials and methods: terminological analysis of risk management in the management of educational systems; abstract review of the formation and practical implementation of the risk culture of teaching staff.

Results. Scientific and practical substantiation of the relevance of the development of theory and practice of creating culture of risk management in the process of education, training and advanced training of teaching staff.

Conclusions. The effectiveness of organizational and managerial activities in the education system presupposes sufficient level of riskological competence of teacher at all stages of the implementation of managerial functions, regardless of his status and position. The process of forming, improving and developing risk culture requires taking into account the current level of implementation of certain organizational and pedagogical conditions when implementing professional retraining and advanced training programs.

Keywordsrisks in the management of educational systems, riskology, riskological competence, risk management culture, Risk Management Resources, Education Manager.

For Citation: Galeeva N. L., Kudryavtseva D. A., Osipova O. P., Savenkova E. V., Shklyarova O. A. Conditions for the Formation and Development of a Culture of Risk Management for Teaching Staff. Journal of Pedagogical Innovations, 2024, no. 1 (73),
pp. 5–18. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2401.01

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Information about the Authors

Natalia L. Galeeva – Candidate of Biological Sciences, Associate Professor, Professor of the Department of Management of Educational Systems named after T. I. Shamova, Moscow State Pedagogical University, Moscow, Russia, nl.galeeva@mpgu.su

Daria A. Kudryavtseva – Vice-Rector for Additional Education, Moscow Pedagogical State University, Moscow, Russia, da.kudryavtseva@mpgu.su

Olga P. Osipova – Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Management of Educational Systems named after T. I. Shamova, Moscow State Pedagogical University, Moscow, Russia, op.osipova@mpgu.su

Elena V. Savenkova – Candidate of Pedagogical Sciences, Associate Professor of the Department of Management of Educational Systems named after T. I. Shamova, Moscow State Pedagogical University, Moscow, Russia, ev.savenkova@mpgu.ru

Olga A. Shklyarova – Candidate of Pedagogical Sciences, Associate Professor, Professor of the Department of Management of Educational Systems named after
T. I. Shamova, Moscow State Pedagogical University, Moscow, Russia, oa.shklyarova@mpgu.su

Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.

The authors declare no conflict of interest.

Received: 10.11.2023; approved after peer review: 01.02.2024; accepted for publication: 09.02.2024.