MODELING THE DEVELOPMENT OF COMMUNICATIVE CULTURE OF HEADS OF VOCATIONAL SCHOOLS IN THE POST-GRADUATE EDUCATION

Introduction. The development of the communicative culture of the heads of vocational schools is a complex, integrated process aimed at establishing a comprehensive strategy for quality supervising the activity of managers of vocational and technical education institutions. Creation and implementation of a scientifically grounded model for the development of a communicative culture of the heads of vocational schools is one way to improve managerial activity. Purpose. The purpose of this article is to determine the scientific approach and components to substantiate the essence of the model of development of the communicative culture of the leaders of vocational schools in the system of postgraduate pedagogical education and the characterization of its main components Methods. The model can be modified depending on situations that arise in different types and types of educational institutions with their internal specific features and within certain scientific approaches to its construction: systemic, cultural, synergetic and andragogic, which reflect the interconnections of components and features of adult education. Results. In this study of the development of a communicative culture, the leaders of vocational schools are defined as a multidimensional socio-pedagogical phenomenon. The designed model consists of a system of structural blocks: methodological, objective, content-technological, diagnostic-productive, which were determined according to traditionally stable components. Originality. The result of the implementation of this model is the positive dynamics of the development of the communicative culture of the heads of vocational schools in the system of post-graduate pedagogical education. Conclusion. Thus, the structural blocks of the model of development of the communicative culture of the leaders of vocational schools in the system of post-graduate pedagogical education are subsystems, which include their own interrelated elements. These elements are arranged in a clear sequence, reflecting the systematic development of the communicative culture of the heads of the vocational schools. Under the condition of interchange or omission of one of them, the principle of systemic development of the communicative culture of the heads of the vocational schools will be violated.