Designing School Management Maturity Model

The study analyzed typical elements of the school management system: the management team, collegial bodies, local regulations. Quantitative analysis revealed patterns in the management structure of public and private schools. Private schools have a greater variability of managerial positions, public schools often allocate a unified team of four deputies. On average, the management team of a public school (6 people) is larger than a private one (4 people). Existing school assessment tools: accreditation, attestation, independent assessment and others mainly take into account educational results, environmental quality, and compliance with legislation, but do not directly measure school management processes. The absence of a process tool has been confirmed through an analysis of legislation and interviews. Maturity models were chosen as a form of process tool: initially appearing to evaluate the software development process, the models were transferred to other areas, including education. At the same time, as a result of the analysis of the literature, no models were found that measure the management processes in schools. For the managerial maturity model (SMMM), continuous representation was chosen, that is, measuring the maturity of individual processes, rather than the organization as a whole. A framework developed by De Bruin et al was used to develop the model. (2005): The boundaries, architecture, and dimensions of the model were defined. Since the model should be applicable to schools with different structures, founders, and sizes, measurements should reflect universal management processes. They are based on the research of Fayol and subsequent authors on the functions that make up management. The initial version of the model included seven dimensions: five processes by File, as well as motivation and decision-making. To validate the model and previous findings, 11 interviews were conducted with experts and managers in the field of education. In-depth semi-structured interviews included questions on three blocks: the management system, assessment tools and model measurements. The high unification of public schools, the lack of a process tool, and the integrity of the model measurements were confirmed. Based on the results of the interview, the final model was compiled, which includes 9 measurements with 4 maturity levels for each. The overripe state has also been determined for some measurements. Based on the final model, a questionnaire was compiled for self-diagnosis of the school. The questionnaire includes 27 binary questions (3 for each of the 9 dimensions) and is intended to be filled out by the school's management team. For easy passage, the questionnaire was designed in the Google Sheets table, automatically calculates the level for each measurement and visualizes the results in the form of a vector diagram. Thus, the created model can be used by managers, entrepreneurs, and researchers in the field of education to identify deficits in the school management system and find directions for potential development.