КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧА ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

The article is devoted to the problem of evaluation of the higher school teacher’s readiness to the managerial activity. It is emphasized that the intensive changes of the pedagogic systems and processes, the variability of curricula and educational technologies, the development of information and communication environment require a high level of readiness of the higher school teachers to managerial activity. In modern conditions, special importance is paid to training high school teachers of the new generation. Managerial competence as a component of teacher professionalism in modern high school provides the ability to think critically, make decisions, the ability to adapt to the dynamic conditions of life, optimize resources for the realization of personal qualities and abilities of the student, the organization his motivated creative activity. It is proved that formation of the managerial competence of the higher school teacher in the process of his professional activity requires the selection of parameters, criteria and indicators for the analysis, evaluation of the flow of the investigated process, the rationale for its development and definition of the level of the managerial competence components formation of the higher education institution teacher. Based on the qualimetrical approach that allows measuring qualitative characteristics by means of quantitative measure the card of qualimetrical evaluation of the level of the higher school teacher’s managerial competence formation is developed. The requirements for determining criteria apparatus for measuring the level of the higher school teacher’s managerial competence formation are highlighted. The following criteria of the higher education institution teacher’s managerial competence formation are offered: position-valuable, cognitive-operational, analytical and reflective. Productive, adequate and basic levels of the higher school teacher’s managerial competence formation are outlined. The present study does not exhaust all aspects of the problem and shows the need for further work in promising areas such as the search for the optimal qualitative measurement model of formation of managerial competence of teacher of high school in the system the relevant criteria, parameters and indicators; learning from the experiences of methods of assessment of formation of managerial competence of the teacher of high school in foreign countries.