1. The central link in the theory of management:
1. Principles
2. Functions
3. Structure
4. Laws
5. Methods.
2. Regularity in science indicates … phenomena:
1. Randomness
2. Inconsistency
3. Probability
4. Possibility
5. Correctness
3. The concentration of power at the upper levels of government is:
1. Centralization of power
2. leadership
3. individualization
4. Manageability
5. Authoritarianism
4. Specialization of functions, powers of managerial activity is:
1. integration
2. Differentiation
3. Humanization
4. Dislocation
5. Democratization
5. The highest level of management:
1. tactical
2. operational
3. Strategic
4. Situational
5. Latent
6. The principle of involving personnel in the management of the organization is called:
1. Democratization
2. Decentralization
3. Collegiality
4. Transparency
5. Humanization
7. The manager’s ability to clearly and logically argue his point of view so that it is perceived by the “critical majority” in the team is a principle:
1. Manageability .
2. Consensus .
3. Democratization
4. Harmonization
5. Humanization
8. Principle of management transfer from monological basis to dialogical, transition from communication to communication, from subject-object to subject-subject relations – is:
1. Collegiality
2. Cooperation
3. Consensus
4. Self-management
5. Equity
9. The principle of encouraging and evaluating teachers’ activities without bias, objectively, by providing them with equal “starting” opportunities is the principle of
1. individualization
2. Fairness
3. Humanity
4. Integrity
5. Transparency
10. The basis of the communication environment of pedagogical management:
1. Scientific knowledge
2. Human resources
3. information
4. ICT resources
5. Communication
11. The approach that emphasizes the need to consider the influence and interaction of many factors in management activities is called:
1. Process
2. Systemic
3. Competence-based
4. Human-centered
5. Administrative
12. To achieve high efficiency it is necessary for a manager to first … and only after that decide what to do:
1. studied the manual
2. Received the instruction
3. assessed the situation
4. Gathered information
5. Asked for advice
13. “To manage means to predict and plan, to organize, dispose of, coordinate, and control,” wrote:
1. Henri Fayol
2. Elton Mayo
3. Frederick Herzberg 4.
4. Henry Ford
5. George Soros
14. Home of modern management:
1. USA
2. Japan
3. Great Britain
4. China
5. Russia
15. Operations research is the application of scientific research methods to the operational problems of an organization – this is the basic idea of the … approach:
1. Systemic
2. Quantitative .
3. Process-based
4. Scientific
5. Functional .
16. The idea “Management is a series of continuous interconnected actions – managerial functions” is the basis of the … approach.
1. Process .
2. Functional .
3. Systemic .
4. Quantitative
5. Differentiated
17. The human-centered approach is the basis of … management:
1. the American
2. Western European .
3. Japanese
4. Swedish
5. South Korean
18. A rigid approach to personnel management issues is a feature of … management:
1. European
2. American
3. South Korean
4. Japanese
5. Chinese
19. The idea that people represent the primary resource and social value of an organization is the basis of the … approach.
1. Human-centered .
2. Humanistic .
3. Competence-based
4. Systemic
5. Functional
20. Development and application in practice of employee competency models, their selection and training in accordance with these models is the essence of … approach:
1. Human-centered
2. Scientific
3. Competence-based
4. Humanistic
5. Functional .
21. Management is:
1. the field of scientific knowledge about society, the systems that make it up, the regularities of its functioning and development.
2. a theory about the regularities of social actions and mass behavior of people, as well as about the relationship between the individual and society.
3. A special field of scientific knowledge and professional specialization of managers who make up the administrative staff of an organization.
4. The sphere of general knowledge about the human being and the practice of his self-realization.
5. An applied area of knowledge that enables the prediction and management of social phenomena.
22. The term “management” means:
1. The sequence of actions of a manager
2. conscious, purposeful human activity, with the help of which he orders and subordinates elements of the external environment of society, animate and inanimate nature, technology;
3. A system of scientific knowledge that constitutes the theoretical basis of management practice
4. use of objective laws of economic development
5. The art of planning and organization
23. The purpose of management is:
1. The end point of the entire management process.
2. The final state or desired result of the management entity.
3. the optimization of the management entity’s activities to achieve the organization’s mission.
4. The mission of the organization.
5. Same as management strategy.
24. The object of management is….
1. The person or group of people being managed
2. the apparatus of management
3. the people who are involved in management
4. People who perform certain tasks
5. All the resources of the organization
25. Management functions are:
1. the same as the management process
2) Relatively isolated areas of managerial activity with the help of which the managerial impact to achieve the goals of the organization is carried out
3. The process of creating the structure of an organization
4. Management and self-governance
5. There is no correct answer.
26. The situational approach to management is based on the assumption that the suitability and effectiveness of various management methods is determined by:
1. The system of relations that has developed in the team
2. The situation in which the organization finds itself
3. the manager’s mastery of management techniques and methods
4. The level of risk in decision-making
5. The goal of the organization 27.
27. Managerial problems with the help of economic and mathematical methods and models are solved:
1. school of scientific management
2. administrative school of management
3. school of management science
4. School of Systems Management
5. School of quantitative approach
28. The systems approach to management is based on the idea of an organization as:
1. A closed system focused on long-term existence due to the flawless operation of each of its elements.
2. an open system comprising a set of interrelated elements aimed at achieving goals in a changing environment
3. A system of interrelated elements, each of which performs one inherent function that ensures the existence of the organization in the long term
4. A system of autonomous, independent of each other elements
5. A system of internal and external environment elements 29.
29. An important contribution of the “school of scientific management” to the practice of management was:
1. The systematic use of labor incentives to motivate personnel to increase productivity
2. The creation of universal principles of management
3. Shifting the center of attention in the management of tasks on the relationship between people
4. Applying mathematics, statistics, and the like to management
5. Establishment of management patterns
30. An organization is a group of people whose activities are consciously or spontaneously coordinated to achieve:
1. High performance
2. a common goal
3. Competitive advantage
4. Situation of success
5. Sense of satisfaction
31. Select a concept related to management principles:
1. Unity of command
2. organization
3. Goal achievement
4. Planning
5. Goal setting
32. An authoritarian leadership style leader:
1. Works hard, demands it of others
2. Works a lot himself
3. Shares his power with his subordinates.
4. Appreciates subordinates
5. Without working himself, demands a lot of work from others
33. A leader of a democratic leadership style:
1. Does not tolerate criticism
2. Waits for instructions from above
3 Avoids conflict
4. Solves team problems in a collegial manner
5. Prioritizes the interests of the organization over the interests of the people
34. Managers have real influence in management by objectives:
1. Mid-level
2. Lower level
3. Higher, middle, and lower level
4. highest level
5. Higher and intermediate level
35. Attitudes toward the accumulation of information as a problem:
1. The more information the better
2 Too much information is as bad as not enough information
3. Getting as much information about a problem as possible is a manager’s responsibility
4) Excessive information is a guarantee of success
5. There is never too much information
36. According to McClelland’s theory of motivation, this human need is the primary one:
1. Success
2. Money
3. Freedom
4. Safety
5. Communication with people
37. The main difference between an open and a closed system is:
1. lack of orderly interaction between individual subsystems
2. The presence of interaction between individual subsystems and the outside world.
3. Closure of elements of system to themselves
4. Interaction with the environment
5. Dependence of elements of the system among themselves
38. Delegation of authority by a manager to heads of subdivisions is carried out:
1. For optimal, effective solution of a complex task
2. To maintain a “group” style of work
3. To test the professional competence of subordinates
4. To save time and effort
5. All of the above
39. In terms of increasing the effectiveness of communication, this type of feedback is more important:
1. Positive
2. Correlational
3. indeterminate
Negative
5. Any
40. This methodological approach does not apply to known schools of management:
1. Scientific management
2. administrative management
3. the new economic policy
4. Human relations
5. Operative management
41. One of the main reasons the U.S. became the birthplace of modern management:
1. The system of lifetime employment
2. Support for the idea of education for all people
3. the underdeveloped labor market
Lack of entrepreneurial freedom
5. Advantageous geopolitical location between Europe and Asia
42. The main difference between preliminary, current and final control is:
1. the scope of control
2. The time of control implementation
3. the methods of control
4. Control mission
5. Objectives of control
43. A specific feature of the process of delegating authority from a senior manager to subordinate managers to perform special tasks:
1. Authority and responsibility are delegated to a subordinate manager
2. Responsibilities are delegated to a subordinate manager
3. The authority is transferred to the subordinate manager, but the senior manager continues to have all responsibility
4. A new, equal in rank manager is appointed and all responsibility is transferred to him
5. Distribution of responsibility between the senior manager and the subordinate manager equally
44. The control system in an organization usually consists of:
1. Preliminary, current and final
2. current and final
3. Preliminary and final
4. only from the current control
5. Total control of all over all
45. This function is not characteristic of the Fayol process approach to management:
1. Planning of Activities
1) planning of activities 2) organization of activities
3. discussion between the manager and the team about the progress of activities
4. Control of activities
5. Defining the goal of the activity
46. The primary need for an employee to be successful in a new position is:
1. Appropriateness of specialization
2. Fair remuneration
3. Social adaptation in the team
4. Prospects for growth
5. Comfortable conditions for work
47. The essence of the quantitative approach to management:
1. Knowledge of professional management methods, proven effective in management practice
2. Ability to foresee the consequences of applied techniques and concepts
3. Correct interpretation of the situation, identification of the most important factors
4. Apply the means of action that produce the least negative effect in a given situation, while ensuring maximum effectiveness
5. Applying scientific research methods to the operational problems of the organization 48.
48. A rule is:
1. A sequence of actions to be taken in a particular situation that tends to be repeated
2. A guarantee of performing specific actions in specific ways in a specific singular situation
3. Specifically articulated past experience
4. Sequence of operations
5. Management practice
49. Such an archetype of manager as a “leader” must possess the following basic traits:
1. The ability to locate failure and take corrective action
2. The ability to resolve personality conflicts that arise in volitional decisions
3. Ability to communicate with people
4. The skill of communicating with people, the ability to recognize each person’s potential and to interest them in using that potential to the full
5. The skill of taking risks
50. Tactics are:
1. A long-term strategy
2. Short-term strategy
3. Medium-term plan, results become apparent in 3-4 years
4. Medium-term plan, results become apparent in 1-2 years
5. System of action
51. The essence of the principle of unity of management is that:
1. Any servant (employee) may have only one manager
2. Complete and absolute responsibility for the activities of the entire organization must be borne by one person (manager)
3) The number of persons under effective management is limited
4. a group of managers is responsible for the activities of the team
5. One for all, all for one
52. In the decision-making process, the “brainstorming” technique is used to:
1. to intensify the thought process
2. to analyze non-standard solutions
3. Identification of alternative solutions to the problem encountered
4. Involving all participants in the decision-making process
5. Researching the situation
53. As a new employee, in most cases you should choose:
1. A person who is sympathetic to the supervisor’s personality
2. The person who is best qualified to do the actual work of the position
3. The candidate who appears most suitable for promotion
4. The candidate who has great potential
5. A communicative person who can find common ground with everyone
54. Factors that influence individual behavior and performance success are:
1. A person’s mental and physical abilities
2. A person’s values and attitudes
3. The needs of a person
4. Personal and professional aspirations
5. All of the above
55. The main component of strategic pedagogical management:
1. Forward-looking management
2. Situational management
3. tactical management
Operational management
5. Authoritarian management
56. Management practices originated in:
1. In the twentieth century, during the industrialization of industry
2. Along with the creation of F. Taylor’s school of management
3. Along with the unification of ancient people into organized groups (tribes)
4. Along with the emergence of the first states in history
5. With the emergence of social inequality
57. School organizational documents do not include:
1. the staff schedule
2. Rules of internal order
3. School charter
4. Certificate of registration of a legal person
5. Announcement of student enrollment 58.
58. One of the main functions of pedagogical management is:
1. Supervision of the pedagogical process
2. Methodical support for decision-making
3. Planning of school activities
4. issuing orders and instructions
5. Interaction with participants of the educational process
59. Management is:
1. Science, practice and art
2. Science and art
3. Practice and art
4. Science
5. Practice
60. The main components of a school principal’s “organizational skills”:
1. The ability to work with people and influence them.
2. Contactiveness, stress-resistance, dominance
Leadership, ability to lead
4. Ability to influence people
5. Ability to resolve disputes and conflicts
61. The main form of the school principal’s influence on the teaching staff:
1. Persuasion as a method of upbringing and personality formation
2. Increase and activation of creative initiative of collective members
3. Establishment of a favorable moral climate in the collective
4. use of criticism and self-criticism
5. Planning the social development of the teaching staff
62. Self-management is:
1. organizing the personal work of a manager
2. The manager’s ability and opportunity to plan and organize his or her activities
3. Independence in the manager’s activities
4) Adequate self-assessment
5. Management of the process of his or her own development
63. A leader is someone who:
1. organizes the work of the organization
2. Empowered to manage people
3. Leads everyone.
4 Walks beside everyone
5. Gives commands and instructions
64. The totality of individuals interacting with each other and being aware of their belonging to the totality is:
1. an organization
2. A group .
A 3. informal group
4. Team
5. Team
65. Informal leader:
1. Can have a negative influence on his or her colleagues
2. Can have both positive and negative influence on his or her colleagues
3. can have a positive influence on his co-workers
4. Has no influence at all
5. Is not supported by the majority
66. A person who has the ability to influence, direct, and organize a group of people is:
1. an authoritative person in the team
2. A formal leader
3. an informal leader
4. A respected member of staff
5. A union leader of the organization
67. The level of manifestation of the principle of cultural appropriateness in the pedagogical process:
1. Consideration of peculiarities of child’s age physiology
2. Consideration of peculiarities of the child’s age psychology
3. Taking into account societal trends
4. Consideration of the child’s national and ethnic peculiarities
5. Consideration of the child’s conditions and the culture of the given society in the process of upbringing and education
68. When delegating authority, when determining what and to whom to assign, the supervisor should consider the following parameter:
1. The status of the person
2. The level of the employee’s personal claims
3. Level of the employee’s professional competence
4. His relations with the administration and colleagues
5. Level of professional claims of the employee
69. The purposefulness of the pedagogical process, its consistency, technological effectiveness, elaboration of the school development concept, balance of the pedagogical process project are the levels of manifestation of the principle:
1. Scientificity .
2. Manageability
3. Systematicity
4. Functionality
5. Perspective .
70. Integral unity of all factors contributing to the achievement of human development goals:
1. Pedagogical system
2. The educational system of the school
3. The whole pedagogical process
The school
5. Family
71. One of the main attributes of a system:
1. Lack of components involved in achieving goals
2 Lack of connections between components
3. presence of a leading link, a leading idea, necessary for unification of components
4. lack of common qualities among the components of the system
5. Lack of dependence between components
72. Pedagogical management is characterized as:
1. a theory of effective business management and entrepreneurship
2. Methodology of effective management of production process
3. The technology of effective management of social systems
4. A set of principles, methods, organizational forms and technological methods of management, aimed at improving the efficiency of the educational process
5. Area of scientific knowledge about the principles and patterns of social development
73. The main objective of pedagogical management in the education system:
1. Achievement of quality of educational goals
2. Achieving the quality of educational content
3. Achieving the quality of the pedagogical process
4. exploiting the potential of the pedagogical system, as well as improving its effectiveness
5. Personal development of a student, pupil taking into account his/her spiritual and natural capabilities
74. 74. The variety of pedagogical information, methods of upbringing and education, pedagogical communication, and personality of a teacher:
1. Subject of pedagogical management
Object of pedagogical management
3. Means of pedagogical management
4. Outcome of pedagogical management
5. The product of pedagogical management
75. Pedagogical management, teacher management, and student management are:
1. Structure of pedagogical management
2) School management algorithm
3. stages of pedagogical management process
4. Types of managerial activity of a school principal
5. Functions of a school principal
76. This function is not a goal of pedagogical system activity:
1. Motivational
2. Controlling
3. System-forming
4. Controlling
5. Stimulating .
77. Under the influence of this approach in pedagogical management the program-targeted approach was formed:
1. Systemic
2. Process
3. Situational
4. administrative
5. Quantitative
78. As a type of human activity, management is:
1. art.
2. Science
3. A function
4. A profession of people.
5. All answers are correct
79. Management as a field of independent knowledge, as a science was formed:
1. At the end of the 19th century
2. At the beginning of the XX century
3. In the middle of XIX century
4. In the middle of XX century
5. At the beginning of the XXI century
80. The key role of the manager:
1. The role of assessing the situation
2. The role of the decision maker
3. The role of learning what people think
4. The role of giving out commands
5. Role of analyzing the situation
81. The essence of Japanese management:
1. Technology management
2. Financial management
3. People Management
4. Securities management
5. ICT resource management
82. This country has introduced strategic management into company management practices since the late 1960s:
1. South Korea
2. Japan
3. Germany
4. USA
5. China
83. Large firms in this country are characterized by the “lifetime employment” system:
1. USA
2. Sweden
3. Great Britain
4. Israel
5. Japan
84. The managerial activity of a teacher carried out in the classroom and aimed at achieving the goals of developing a child’s personality ready for life in new socio-pedagogical conditions is called:
1. Pedagogical management
2. Professional competence
3. methodological culture
4. Pedagogical technology
5. Classroom management
85. The holistic unity of all factors contributing to the achievement of the set goals of human development is:
1. The process of education
2. The pedagogical process
3. A pedagogical system
4. Family education
5. The educational process
86. The subjects of management in an educational institution are:
1. Managers (director, deputy directors)
2. Teachers .
3. Students
4. Parents
5. All answers are correct
87. Purposeful conscious interaction of participants of an integral pedagogical process aimed at achieving an optimum result is called:
1. Subject-subject interaction
2. Intra-school management
3. Professional communication
4. Learning process
5. Constructive interaction
88. Organization of students’ activity environment, aimed at their mastering of object or sociocultural experience as the basis and condition for their development, is:
1. The subject of pedagogical management
2. The purpose of pedagogical management
3. The means of pedagogical management
4. The product of pedagogical management
5. Result of pedagogical management
89. A variety of pedagogical information (theoretical and empirical scientific knowledge, on the basis of which pupils’ ideas are formed), methods of upbringing and teaching, pedagogical communication act as:
1. Product of pedagogical management
2. Means of pedagogical management.
3. The result of pedagogical management
4. object of pedagogical management
5. Subject of pedagogical management
90. Information on the level, content and nature of individual learning experience and interpersonal relationship formed in pupil-pupil and pupil-teacher systems is
1. The purpose of pedagogical management
2. Means of pedagogical management
3. the object of pedagogical management
4. Subject of pedagogical management
5. The product of pedagogical management
91. The pedagogical system is brought to a state of functioning in which educational goals are best achieved in accordance with the requirements of educational programs and state educational standards, taking into account the individual characteristics and needs of the individual is:
1. The aim of pedagogical management
2. Means of pedagogical management
3. object of pedagogical management
4. The result of pedagogical management
5. Subject of pedagogical management
92. The subject of pedagogical management is:
1. Program-methodical conditions
2. Scientific-methodical conditions
3. material and technical conditions
4. Normative-legal conditions
5. Human resources
93. The fundamental, fundamental rules that must be followed in the implementation of management and ensure the achievement of given goals are:
1. Management norms
2. Principles of management
3. Regularities of management
4. Control conditions
5. Rule functions
94. The manifestation of democratic beginnings in the school includes:
1. Choice of school leaders
2. Introduction of competitive election and contract system in selection of pedagogical staff
3. Self-activity and initiative of leaders, teachers, pupils, parents
4. Respect for and trust in human dignity
5. All answers are correct
96. The implementation of the principle of consistency and integrity in school management excludes:
1. Consistency in management
2. logic in management
3. Reciprocity in management
Unilateralism in management
5. Reciprocity in management
97. Realization of this principle is aimed at overcoming subjectivity and authoritarianism in managing an integral pedagogical process:
1. Principle of consistency
2. Principle of one-man management and collegiality
3. Principle of Democracy and Humanism
4. Principle of centralization
5. Principle of science.
98. The principle of science in management implies:
1. Knowledge of methods of collection, processing, storage, and use of in-school information
2. Development and implementation of in-school information management technology
3. Improvement of scientific organization of managerial work
4. Formation of information data banks and application of technology for their operative use
5. Application of leading concepts of social system management in pedagogical management
99. Principles in management:
1. Represent causal relations between processes and objects of pedagogical activity of a school
2. Have a subjective character, i.e. depend on people’s will and desire
3. Indicate the correctness, consistency of phenomena
4. They constitute the central element of management theory, on which are based management functions, structure, contents and methods 5.
5. they are abstracted, generalized notions which allow those who rely on them to correctly form their behavior, their actions, their attitude towards something.
100. The right to influence is enshrined in:
1. Authority .
2. leadership
3. authority
4. Power
5. Law
101. The degree of pedagogical management centralization depends on an organizational parameter such as:
1. Scale and territorial remoteness of activities
2. the labor-intensiveness of powers
3. information support (monopoly of information or system of its rational distribution)
4. Time saving needs
5. All answers are correct
102. This management factor relies on the needs, interests, values, attitudes, and concerns of the individual:
1. Human factor of management
Economic factor of management
3. Social factor of management
4. Financial factor of management
5. Technological factor of management
103. In modern pedagogical management, the function plays the role of:
1. action integrator
2. Beacon of pedagogical system development
3. Criterion for evaluating situations when developing managerial decisions
4. A motivational factor for staff
5. A coordinator, ensuring coordination of actions of all links of management, preservation, maintenance and improvement of a steady mode of operation of the school mechanism.
104. The highest level of management:
1. Strategic management
2. operative management
3. tactical management
4. Situational management
5. Liberal management
105. According to the principle of scientific validity, management should be based on:
1. the use of practice
2. Linking theory and practice
3. Application of science
4. Applications of best management practices
5. Introduction of new management technologies
106. The principle of democratization of management implies:
1. responsibility of each employee for his/her area of work
2. Attraction of personnel to management of the organization
3. Decision-taking by an employee at his³ level
4. Creation of environment, in which a person can show himself, reveal his possibilities
5. Creating an atmosphere of trust based on mutual respect
107. According to Y.A. Konarzhevsky, the fundamental principle of school management:
1. Principle of Cooperation
2. The principle of a holistic view of a person
3. The principle of social justice
4. The principle of respect and trust in human beings
5. Principle of personal stimulation
108. This principle conditions the transfer of an educational institution from the mode of functioning to the mode of development:
1. Principle of teacher’s work enrichment
2. Principle of goal-oriented harmonization
3. Principle of constant renewal
4. The principle of collective decision-making
5. Principle of cooperation
109. The process of improving pedagogical technologies, a set of methods, techniques and means of teaching is:
1. innovations in education
2. Process of development
3. A pedagogical process
4. The functioning of the school
5. Reforming education
110. The introduction in pedagogical practice of non-traditional pedagogical technologies, universal in nature refers to the type of innovation:
1. authorial innovations
2. general methodical innovations
3. administrative innovations
4. Ideological innovations
5. Intrasubject innovations
111. Innovations implemented within a subject, conditioned by the specifics of its teaching, are called:
1. administrative innovations
2) Ideological innovations
3. general innovations
4. Intrasubject innovations
5. Technological innovations
112. According to V.I. Zagvyazinsky, the process of improving educational practice, development of educational systems on the basis of innovations is called:
1. the innovation process
2. Process of development
A study of teaching and learning practices
4. The process of renewal
5. Technologization of the educational process
113. Innovation management does not include the following action:
1. Setting strategic and tactical objectives
2. analysis of the external environment, taking into account uncertainty and risk
3. Finding sources of creative ideas and their funding
4. Development of innovative marketing strategy and tactics
5. Functioning of the organization and preservation of established traditions 114.
114. The definition of a system of educational strategies, projects, programs is:
1. Direction of innovative pedagogical management
2. The purpose of innovative pedagogical management
3. the mission of innovative pedagogical management
4. The function of innovative pedagogical management
5. The result of the implementation of innovative pedagogical management
115. School development based on innovations has:
1. tactical in nature
2. technological nature
3. Strategic character
4. Democratic character
5. Situational nature
116. One of the most important problems of innovation management:
1. implementation of information support
2. Choosing an innovation strategy
3. Development of an appropriate management strategy
4. Personnel training and education
5. Formation of the school’s innovation portfolio
117. In the context of innovative management, the implementation of links with the school environment is necessary for:
1. Attracting additional resources to the school
2. Improving the school’s rating
3. Preventing juvenile delinquency
4. Improving the holistic pedagogical process
5. Social protection of the rights of students and teachers 118.
118. In conditions of innovative management, work with students is aimed at:
1. Creating prerequisites for innovative pedagogical activities
2. Forming a positive attitude of families to innovations introduced into the school
3) maximizing the use of the resources available in the school
4. studying and taking into account the interests and educational needs of students
5. Involvement of parents in innovative activities. 119.
119. The main groups of school development strategies do not include:
1. Local change strategy
2. Strategy of modular changes
3. Strategy of system changes
4. Strategy of holistic changes
5. The strategy of “double standards” 120.
120. The strategy of system changes provides:
1. implementation of several comprehensive changes
2. Complete school reconstruction
3. Improvement, renovation of separate areas of school life
4. Achieving individual results
5. Involvement of a significant part of the teaching staff in the innovation process 121.
121. The purposeful activity of defining the most important directions, choosing priorities and prospects for school development and working out the set of measures required to achieve them is called:
1. State educational policy
2. innovative strategy
3. tactical planning
4. School renovation
5. Renewal of a holistic pedagogical process
122. The implementation of targeted school development programs is called:
1. operational management
2. Strategic management
3. tactical management
4. Program-target management
5. Innovative pedagogical management
123. In the process of transferring an educational institution to the development mode, the formation of a school development team implies:
1. Motivation of members of the teaching staff for innovative activities
2. Formation of teachers’ readiness for innovative activity
3. Formation of ideological supporters of innovative processes among the members of the teaching staff
4. Having a kind of “ideological inspirer” and “generator” of future ideas
5. Forming members of the administrative team of an educational institution who are methodologically and technologically prepared to implement innovations
124. Elaboration of a school development project idea implies:
1. Selecting an object of innovation
2. Building a “problem field” of the school
3. definition of the main (key) problem of the school
4. defining specific managerial actions to implement the developed idea
5. Drawing up a plan or programme to implement the worked-out idea
125. Shyness – cliquishness – stabilization – cooperation – maturity is:
1. Stages of the innovation process
2. Programmatic actions to implement innovation
3. Types of teachers’ reactions to the introduction of innovations
The main groups of school development strategies
5. Conceptual approaches to management of educational system development
126. The signs of school innovation environment include:
1. Teachers’ ability for creativity
2. Existence of partner and friendly relations in the staff.
3. good feedback (from students, families, community)
4. common values, interests and goals of teachers
5. All of the above
127. Special methods, which are characteristic of innovation management, include:
1. Methods of revealing opinions (interviews, opinion polls, sample surveys, expertise)
2. Methods of evaluation (risk, chance, efficiency of innovation, etc.)
3. methods of generating ideas (brainstorming, synectic method, morphological analysis, business games and situations)
4. Decision-making methods (decision tables, decision tree construction, comparison of alternatives)
5. Organizational methods of management
128. Criterion for the quality of a school’s innovative activity, evaluating the ratio of achieved results to the time, effort and other resources spent, is the criterion:
1. Motivation
2. Scientificity .
3. Effectiveness
4. effectiveness
5. Concreteness
129. UNESCO International defines innovation as:
1. Attempting to change an educational system
2. The restructuring of forms, methods, the process of education and upbringing
3. an active renewal of educational content
4. Conscious and intentional improvement of the education system
5. Switching a school from a mode of functioning to a mode of development and self-development
130. Which of the following statements is incorrect:
1. The system is made up of interconnected elements
2. The multitude of elements in the system are not in relationship and relationship to each other.
3. The elements make up a unified whole. 4.
4. The elements within the system form some subsystems.
5. Every system is a subsystem of a higher level system
131. The “smallest” unit of a pedagogical system:
1. Lesson
2. Educational system
3. the methodical system
Author’s pedagogical system 4.
5. National education system
132. Pedagogical systems are a variety of:
1. Natural systems
2. technical systems
3. Social systems
Economic systems
5. Governmental systems
133. The most extensive pedagogical system
1. Education system
2. Educational system
3. the Methodological system
4. Classroom-lesson system
5. Author’s pedagogical system.
134. A variety of methods, techniques, material and technical means of teaching and education refer to:
1. The content of education
2. the Objects of training and education
3. the Learning and upbringing experience
4. Means of pedagogical communication
5. Forms of learning
135. The system of teaching a subject is called:
1. A methodical system
Educational technology
3. Subject teaching
4.
5. Didactic system
136. Continuous scientifically grounded diagnostic and predictive observation of the state, development of the innovation process, the quality of its management is called:
1. In-school control
2. Pedagogical monitoring
3. Pedagogical analysis
4. Pedagogical diagnostics
5. Visiting a lesson
137. The system-forming (defining) element of pedagogical activity:
1. Content .
2. Methods
3. Means
4. Result
5. Purpose .
138. The idea “Student-centered, self-development” is the essence of this methodological approach:
1. Model approach
2. The functional approach
3. student-centered approach
4. Activity-Based Approach
5. Didactic approach
139. The idea “A methodological system is a system for teaching a subject” is the essence of this methodological approach:
1. Social approach
2. Didactic approach
3. Conceptual approach
4. Model approach
5. Subject approach
140. The totality of methods and techniques that allow a comprehensive study of the student in the system of pedagogical relations is called:
1. Pedagogical technology
2. Pedagogical diagnostics
3. Pedagogical monitoring
Research in action
5. In-school control
141. Timely identification, assessment and analysis of the flow of the learning process is … pedagogical diagnostics.
1. Purpose of pedagogical diagnostics
2. Content of pedagogical diagnostics
3. The purpose of pedagogical diagnostics
4. The result of pedagogical diagnostics
5. Direction of pedagogical diagnostics
142. Planning includes the following activity:
1. Monitoring .
2. Checking
3. assessment
4. Accumulation of statistical data
5. Setting goals and objectives
143. Objectivity, systematicity, visibility (publicity) are the most important … of diagnosing and controlling the learning (progress) of students:
1. Objectives
2. Objectives
3. Principles
4. Laws
5. Results
144. Scientifically grounded content of diagnostic tests (tasks, questions), diagnostic procedures, equal, friendly attitude of a teacher to all students, accurate, adequate, established criteria for evaluating knowledge, skills is the principle:
1. Systematicity
2. objectivity
3. Transparency
4. Visibility
5. Humanity
145. Conducting open-ended tests of all trainees according to the same criteria is the principle of:
1. Transparency
2. Systematicity
3. Humanity
4. Visibility
5. Objectivity
146. The principle of announcing and motivating evaluations in conducting pedagogical diagnostics is:
1. Transparency .
2. Humanity
3. Systematicity
4. Visibility
5. Objectivity
147. The benchmark by which learners judge the benchmarks of their requirements as well as the teacher’s objectivity is called:
1. Norm
2. assessment
3. Goal
4. Score
5. Result .
148. Collecting data, comparing data, interpreting it, analyzing it, and predicting it is … pedagogical diagnosis.
1. Methods .
2. Principles
3. stages
4. Techniques
5. Methods
149. The method of goal setting in pedagogy:
1. Observation of students’ daily work
2. Verification of homework
3. creative work
4. testing of students’ learning and upbringing
5. Identification of system-forming factor
150. General method of obtaining information about the course and results of the learning and educational process:
1. Monitoring .
Assessment
3. interviewing
4. Pedagogical diagnostics
5. Observation
151. Explanation, representation, notion of something, information irrespective of the form of its presentation is:
1. text
2. Data
Information
4. Content
5. Term .
152. The term “holistic pedagogical process” appeared in:
1. In the 17th century
2. In the 18th century
3. In the 19th century
4. In the late 80’s of the 20th century
5. At the beginning of the 21st century
153. A specially organized focus on developmental, nurturing, and educational tasks and the interaction of teachers and students is called:
1. A holistic pedagogical process
2. Teaching process
3. The process of education
4. Classroom-lesson system
5. Collective creative work
154. Synonym for “holistic pedagogical process”:
1. Classroom-lesson system
2. Lesson
3. The learning and educational process
4. Interaction between a teacher and a student
5. The educational process.
155. The totality of classes, extracurricular educational work conducted by teachers and the student body according to a single plan is called:
1. Extracurricular educational activity
2. Supplementary education
3. The learning process
4. The process of education
5. The educational process
156. A concept denoting the generalization of a process, the representation in it of both upbringing and education in their interconnectedness:
1. The integrity of the pedagogical process
2. Structuredness of pedagogical process
3. Focused pedagogical process
4. Flexibility of the pedagogical process
5. Dynamism of pedagogical process
157. The author of the famous aphorism “A person is formed as a whole, not in parts.”
1. V.A.Slastenin.
2. Makarenko
3. V.A. Sukhomlinsky 4.
4. A. Konarzhevsky
5. T.I.Shamova
158. This scientific school of management continued the traditions of the school of human relations:
1. school of scientific management
2. school of administrative management
3. school of behavioral sciences
4. school of management science
5. School of quantitative approach
159. The dynamic characteristic of the pedagogical process, reflecting the constant change of interacting subjects as a possibility of process development, is:
1. Effectiveness of pedagogical process
2. Functionality of pedagogical process
3. Systemacy of pedagogical process
4. Integrity of pedagogical process
5. Dialectic character of pedagogical process
160. Any management cycle begins and ends with this function:
1. Planning
2. organizations
3. Control
4. Regulation
5. Pedagogical analysis.
161. The head of a school, a teacher’s mastery of pedagogical analysis methodology determines:
1. the effectiveness of managerial and pedagogical activities
2. The quality of managerial and pedagogical activities
3. the authority of a principal, head teachers and teachers
4. School prestige in the community
5. Level of professional competence 162.
162. One of the most time-consuming functions in the structure of the management cycle:
1. Goal-setting
2. Planning
3. analysis
4. Control .
5. Organization
163. This management function is outwardly less effective, is in the shadows, and is latent in nature:
1. organization
2. Monitoring
3. Control
Analysis
5. Planning
164. Planning requires mastery of the following skills:
1. The ability to justify pedagogical information
2. Formation of analytical thinking
3. Ability to generalize and compare
4. Ability to systematize and synthesize pedagogical facts and phenomena
5. Ability to predict the final result
165. The subject of this type of analysis is a single lesson or an extracurricular activity:
1. final analysis
2. Parametric analysis
3. final analysis
4. Horizontal analysis
5. Vertical analysis
166. The study of more stable, recurring dependencies, trends in the pedagogical process is aimed at:
1. thematic analysis
2. summative analysis
3. Parametric analysis
4. Constructive analysis
5. Annual analysis
167. This type of analysis covers a larger temporal, spatial, or content framework:
1. thematic analysis
2. summative analysis
3. Parametric analysis
4. Constructive analysis
5. Annual analysis
168. Organized forms of learning, including the lesson, extracurricular activities, and the school’s results for the school year are:
1. The subject of pedagogical analysis.
2. object of pedagogical analysis
3. Function of pedagogical analysis
4. Result of pedagogical analysis
5. Principle of pedagogical analysis
169. The object of constant attention of school leaders
1. Visiting and pedagogical analysis of a lesson
2. Achievement of students
3. Quality of lessons and extra-curricular activities
4. The rating of the school
5. Sanitary and hygienic condition of the school
170. The procedure for detailing and discussing all points of the lesson as a whole provides:
1. Brief analysis of the lesson
2. final analysis of the lesson
3. aspect analysis of the lesson
4. Expanded Lesson Analysis
5. Thematic analysis of the lesson
171. The managerial activities of school administrators include … types of lesson analysis.
1. countless types of lesson analysis
2. Two kinds of lesson study
Three kinds of lesson analysis
4. Four types of lesson analysis
5. Five types of lesson analysis
172. The relevance of teachers’ professional training to the requirements of a developing school, their use of active forms and methods of teaching, and the development of the individual’s inclinations and abilities determine:
1. Condition and quality of methodical work at school
2. The level of upbringing of schoolchildren
3. effectiveness of work with parents and community
4. Efficiency of activities of the Pedagogical Council of the school
5. Quality of teaching 173.
173. Carrying out this analysis, its objectivity, depth, perspective prepare work on the plan for the new academic year:
1. final analysis
2. Brief analysis
3. Parametric
4. aspect analysis
5. Thematic analysis
174. A managerial function that precedes a comprehensive analysis of a holistic pedagogical process:
1. Goal-setting .
2. Planning
3. organization
4. In-school control
5. Forecasting
175. This is a management function, which makes it possible to define the quality of teaching and education process at school, how teachers and school principals treat their functional responsibilities:
1. In-school control
2. Pedagogical analysis
3. organization
4. Planning
5. Monitoring
176. Goal-setting contributes to:
1. changing teachers’ attitudes toward their professional work
2. Formation of teachers’ conscious discipline
3. Fostering conscientious attitude among teachers
4. Developing responsibility for the decisions taken by a teacher in the education of students
5. Defining key priorities for the functioning and development of the school.
177. School control does not include study of:
1. The educational process
2. Involvement of parents in the educational process
3. Degree of discomfort of the principal and head teachers at school
4. Psychological state of participants of the educational process
5. System of methodical work of teachers 178.
178. This form of internal school control is absent in school management system:
1. Preventive control
2. administrative control
3. Personal control
4. Collegial control
5. Frontal control
179. To find out the atmosphere in the collective, interaction in the system teacher – pupil – parent, relations in the collective of students is used:
1. Diagnostic control
2. current control
3. Frontal control
4. thematic control
5. Administrative control
180. In order to remove possible difficulties of the teacher in carrying out certain types of interaction with the team of teachers, students and parents, he/she uses 1:
1.
2. Preventive control
3. Frontal control
4. thematic control
5. Administrative control
181. To study the state of traditional problems of the organization of the educational process is used:
1. Preventive control
2. administrative control
3. Personal control
Personal control 4.
5. Frontal control
189. If there is a problem in the organization of the teaching and educational process, or if certain conclusions need to be made about the traditional and innovative activities of the school, the following is done:
1. Diagnostic control
2. current control
3. Frontal control
Administrative control
5. Thematic control
190. For the study of the problem, which requires a long-term and detailed study, is used:
1. current control
2. Preventive control
3. Frontal control
4. thematic control
5. Administrative control
191. The problem, which has arisen as a result of the unprofessional performance of the teacher’s duties or a conflict situation, shall be studied:
1. Personal control
2. current supervision
3. Frontal control
4. thematic control
5. Administrative control
192. A form of traditional control, which is carried out by the school administration and covers all sides of the educational process:
1. Preventive control
2. administrative control
3. Personal control
4. thematic control
5. Frontal control
193. One of the key functions of the management system, in fact, is to define a system of goals for the functioning and development of the organization:
1. Goal-setting
2. Planning
3. analysis
4. Correction
5. Control .
194. This management function ensures the timeliness of decisions, avoids haste in decisions, establishes a clear goal and a clear way to implement it, and will enable you to control the situation:
1. Goal-setting .
2. Forecasting
3. Planning
Organizing
5. Control .
195. In pedagogical management, certain operations, specific activities, evenings, hikes, and meetings are called:
1. Action .
2. Activity
3. Work
4. Activity
5. Result
196. A means to some end is:
1. The goal itself
2. The result
3. Final result
4. Action
5. Mechanism
197. The essence of managerial ethics is:
1. The ability to plan for results
2. The ability to purposefully regulate the teaching and learning process
3. The ability to choose such operations that would provide with the least expenditure of resources the effective performance of tasks and goals
4. The ability to provide the timeliness of decisions
5. The ability to build business relationships between the controlling and managed subsystems of the school
198. What acts as the core of the plan?
1. Goal
2. Objective
3. mission
4. Action
5. Result
199. The representation of a general goal in the form of a series of specific private goals is called:
1. “Goal pyramid.”
2. “Goal tree.”
3. “Goal framework.”
4. System of goals
5. Variety of goals
200. Regarding the essence of planning, this statement is incorrect:
1. Planning is decision making based on the correlation of data from a pedagogical analysis of the phenomenon being studied with a programmed goal.
2. Planning is the definition of a system of goals for the functioning and development of an organization, as well as the ways and means to achieve them.
3. Planning provides timeliness of decisions, allows avoiding haste in decisions, establishes a clear goal and a clear way of its implementation. 4.
4. Planning is a preparatory stage of each management cycle.
5. Planning is a management function that makes it possible to determine the quality of the teaching and learning process in the school.
201. Criterion for an ineffective plan:
1. Concreteness .
2. Conciseness
3. clarity
4. Clarity
5. Irrationality
202. A plan that is not adequately resourced, therefore not feasible, is called a plan:
1. Biased .
2. ideal
3. Cosmic
4. False
5. Impossible
203. The timing of planning is determined by:
1. Planning objectives
2. available resources
3. Level of staffing
4. Availability of time
5. The amount of work planned
204. The school’s prospective plan of work from a rational perspective should be developed for a period of time:
1. 1-2 years
2. 2-3 years
3. 3-5 years
4. 5-7 years old
5. 10. years old
205. According to the annual school planning cycle, the management cycle covers the period:
1. January 1 to December 31.
2. January 1 through May 25.
3. From September 1st to May 25th
4. From September 1st to September 25th
5. September 1st to August 31st
206. School-wide plan for the school year:
1. is discussed and approved at the school’s Faculty Council
Discussed at the meeting of the School Board of Trustees 3.
Discussion at the meeting of the school’s Parents Association. 3.
Discussed on the school’s sidelines 5.
5. Discussed at homeroom lessons. 207.
207. Managing the development of teachers’ professional competence is the mission and content of work:
1. the school’s information and analytical service
2. School methodical service
3. Psychological and pedagogical service of the school
4. Financial and economic service of school
5. School administration
208. This criterion is not an indicator of the quality of the school’s strategic plan:
1. The School Development Perspective Plan is designed, as a rule, for 3-5 years.
2. The perspective plan is developed on the basis of in-depth analysis of the school’s work in recent years.
3. Perspective plan of school development provides directions of school activity taking into account work of local bodies of education management.
4. Perspective plan shall be very detailed, detailed.
5. The task of the perspective plan is to set the most important landmarks, main milestones of school operation and development for a certain period. 209.
209. At this stage of formation of the annual school work plan, a draft plan is prepared and discussed:
1. At the first stage (first academic quarter): 1.
2. During the second stage (second school quarter).
During the third stage (third term).
4. At the fourth stage (end of the fourth quarter)
5. During the fifth stage (before the beginning of a new academic year) 210.
210. This document is an appendix to the school’s strategic development plan:
1. Work plans of methodical associations
2. Library work plan
3. Work plan of the parents’ committee
4. Plan of summer recreational work with children
5. Annual work plan for the school.
211. The school’s current work plan is prepared for a period of time:
1. For a month
2. Per school quarter
By week
4. By half a year
5. For the school year.
The most valuable part of a school’s strategic plan is:
1. a more precise description of the future
Identification of specific actors
A scholarly style of presentation
4. Detail, detailed planning
5. Introduction
213. The process of continually reformulating goals in response to constantly changing circumstances and the state of resources (financial and human) is called:
1. tactical planning
2. Strategic planning
3. Forecasting
4. Monitoring
5. Analysis
214. Of great importance for identifying the effectiveness of organizational activities aimed at the development, formation of professional competencies of the teacher is:
1. Scientifically organized feedback
2. Personal responsibility of the teacher
3. personal activity of a teacher
4. Constructive interaction between the head teacher and the teacher
5. Business ethics between teachers
215. Improving the level of professional competence of school leadership largely depends on:
1. Correct maintenance of school records
2. Timely processing of primary information
3. Simplifying data recording
4. Observing the principles of accessibility and comparability of accounting data
5. Level of personal and professional expectations of managers
216. A quantitative and qualitative characteristic of the state of educational work and financial and economic operations carried out by a school is called
1. data bank
2. NOBD (National Educational Database)
3. school records
4. Operational information
5. School record 5.
217. The alphabetical student record book refers to:
1. Educational and pedagogical documentation
2. School statistical records
3. Out-of-school documentation
4. Regulatory documentation
5. Financial and business documentation
218. Regulatory documentation includes:
1. The book of orders on pupil contingent
2. Class register
3. student file
4. Timetable of lessons and bells
5. Annual school work plan 219.
219. Teaching and learning documentation includes:
1. Educational work plan
2. Book of registration of forms and issuance of certificates of secondary general education
3. Timetable of classes
4. Safety log
5. School’s technical passport 220.
220. The school’s financial and economic documentation does not include:
1. school’s technical passport
2. inventory of fixed assets
3. safety log
4. Material Disbursement List for the needs of the institution
5. School library inventory book 221.
221. The Minutes Book of the School Pedagogical Council refers to:
1. Financial and economic documentation
2. Statistical records of the school
3. Teaching and learning documentation
4. Regulatory documentation
5. Out-of-school documentation
222. Which document is a mandatory rather than an optional document in the school?
1. Reports on students’ progress and behavior
2. Journal of elective lessons
3. Scripts of extra-curricular activities
4. Logs of students’ attendance at extra-curricular activities
5. Teachers’ self-education plans
223. This statement is not relevant to defining the essence of school methodological service:
1. The work of methodical service (methodical work) should be based on achievements of science.
2. The work of methodical service shall be based on achievements of advanced pedagogical experience.
Methodical work must be based on an analysis of pedagogical processes.
4. Methodical work should be based on professional competence of head teachers. 5.
5. Methodical work shall be based on analysis of teachers’ professional competence. 224.
224. The psychological and pedagogical service shall be a system of interconnected measures, actions and activities aimed at:
1. Comprehensive improvement of the qualifications and professional skills of a teacher
2. Development and improvement of the creative potential of the pedagogical staff as a whole
3. Improvement of holistic pedagogical process
4. Achieving the optimum level of education, upbringing and development of students
5. Determining the level of anxiety and comfort of the pedagogical process subjects
225. This statement contradicts the principles of professional school management ethics:
1. The main thing in methodological work is to organize pedagogical activities that will weed out weak teachers.
2. The main thing in methodological work is the organization of such pedagogical activities in the course of which the professional knowledge, abilities, and skills of the teacher will be developed.
3. The main thing in methodological work is the organization of such pedagogical activity during which professional and personal qualities of the teacher will be developed.
4. The main thing in methodological work is the organization of such pedagogical activity during which the professional competence of the teacher will develop.
5. The main thing in methodical work is the organization of pedagogical activity in the course of which the pedagogical process will be improved.
226. The teacher’s readiness for innovative activity is primarily understood as the teacher’s possession of:
1. Methodological culture
2. technological culture
3. methodological culture
4. informational and analytical culture
5. Problem-research behavior
227. Professional ethics of a teacher:
1. characterizes the level of compliance of professional and personal qualities of the teacher with the normative requirements for the profession, the state professional standard.
2. Used to assess the level of teacher’s preparedness for professional pedagogical activity.
3. denotes the degree and type of professional training of a pedagogical employee.
4. characterizes the availability of knowledge, skills and abilities of a teacher to perform a particular job.
5. Provides the correct moral choice whereby the moral standing of the teacher should not be shaken either in the eyes of the people or before his or her own conscience.
228. School individualities that determine the specificity of a set of requirements for a teacher’s professional competence do not include:
1. The values of the school
2. The mission of the school
3. The philosophy of the school
4. Location of school
5. The policies of the school
229. Managing the process of becoming a teacher’s professional competence is the purpose of:
1. the school’s information and analytical service
2. School methodical service
3. School psychological and pedagogical service
4. Financial and economic service of school
5. School administration
230. The personality model of a modern teacher cannot include the following block:
1. Physical health and healthy lifestyle
2. Moral upbringing
3. Mental development
4. The level of methodical training
5. Level of professional training
231. Of great importance for identifying the effectiveness of organizational measures aimed at the development, formation of professional competencies of the teacher is:
1. Scientifically organized feedback
2. Personal responsibility of the teacher
3. personal activity of a teacher
4. Teacher’s desire for self-improvement
5. In-school control
232. The sources of feedback, i.e. messages about the quality of teachers’ understanding, perception and assimilation of the information offered by the methodological service, do not include:
1. questionnaire
2. interview
3. testing
4. survey of school administration
5. Analysis of samples of technological creativity of the teacher
233. The activities of the school’s information and analytical service include:
1. Work with young and inexperienced teachers
2. summarizing and dissemination of best teaching practices
3. Elimination of teachers’ difficulties identified in meeting standards
4. Work on scientific and methodological problems of teachers
5. Informing teachers about innovations in education
234. The main forms of methodological work in the school include:
1. Lessons
2. Elective classes
3. Krusk classes
4. Open classes and extra-curricular activities
5. Meetings with parents
235. This form of work is not typical for the activities of the school’s methodological service:
1. Meetings of structural subdivisions of methodical service
2. review of curricula of elective courses
3. Parents’ meetings
4. Subject and methodical ten-day weeks (weeks)
5. Attestation of teachers of educational organization
236. One of the main regularities of management is:
1. Morality
2. Science
3. Naturalness
4. Manageability
5. Strengthening the role of the human factor.
237. This requirement contradicts the principles of methodological work in the school:
1. Focused on Achievement of the Purpose of Methodical Service
2. Involvement of the entire staff
3. Accessibility and visualization of required information
4. Multifaceted evaluation of the results of scientific-methodical, experimental and research work
Efficiency of feedback 238.
238. The way to record, accumulate, and assess individual achievements of a teacher for a certain period of time is:
1. a work record book
2. Diploma of education
3. Resume
4. Job performance
5. Teacher’s portfolio
239. This statement contradicts the essence and purpose of a teacher’s portfolio:
1. A teacher’s portfolio demonstrates the teacher’s activity in professional activities.
2. A teacher’s portfolio demonstrates the teacher’s level of professional competence.
3. Teacher’s portfolio demonstrates the teacher’s level of personal aspirations
4. The teacher’s portfolio demonstrates the teacher’s level of creativity.
5. The teacher’s portfolio demonstrates the teacher’s achievements in different types of professional activities.
240. The basis of relationships in the production team is:
1. Friendship
2. Sympathy
3 Independence from each other
4. responsible dependence
5. Power
241. The subject of pedagogical management is:
1. Programmatic and methodological conditions
2. Scientific-methodical conditions
3. material and technical conditions
4. school documentation
5. Participants in the educational process at school 242.
242. The structure of a teacher’s portfolio is defined by:
1. Scientific and methodical council of the school
2. The Pedagogical Council of the school
3. the Ministry of Education and Science of the Republic of Kazakhstan
4. The teacher him/herself
5. The Directorate of education
243. The structure of a teacher’s portfolio is missing::
1. official documents
2. Non-core accomplishments, creative works, and social practices
3. Teacher’s health passport
4. Self-analysis, feedback and recommendations
5. Summary summaries
244. The teacher’s creative work does not include:
1. Abstracts
2. Project works
Artwork
Research papers 5.
Examination papers 245.
245. The procedure conducted to determine whether a teacher’s level of qualification meets the qualification requirements is called:
1. examination
2. Disqualification
3. certification
4. Qualification
5. Testing
246. Democracy, systematicity, collegiality, publicity are:
1. attestation requirements
2. Regularities of performance appraisal
3. Assessment tasks
4. Attestation principles
5. Attestation methods
247. Teachers shall be attested at least once:
1. Every three years
2. Every five years
3. At seven years old
4. At age eight.
5. At ten years old
248. This statement contradicts the Rules of attestation of civil servants of the Republic of Kazakhstan:
1. Teachers have the right to an early attestation.
2. Early attestation is possible, if there are grounds for obtaining a higher qualification category.
3. 3. Teachers applying for early attestation shall be evaluated in two stages: the first stage is qualification testing; the second stage is analytical summary of the results of activities.
4 Attestation of teaching staff shall be carried out in several stages.
5. Attestation is carried out by means of comprehensive analytical summary of the results of pedagogical staff activity. 249.
249. The second qualification category shall be approved by an attestation commission:
1. The Ministry of Education and Science of the Republic of Kazakhstan
2. District Department of Education
3. Regional Department of Education
4. school
5. City department of education
250. The concept of “analysis” in management is defined as:
1. A subject’s activity
2. an obligation of the subject
3. The work of a subject
4. The role the subject performs
5. Leading managerial function
251. The prototype, the ideal (expected) form, structure, content of a particular object of a pedagogical system is called:
1. a reference
2. Model
3. Goal
4. Criterion
5. Plan .
252. The description of a model based on scientific and practical research is called
1. Implementing .
2. Constructing
3. modeling
4. Structuring
5. Systematization
253. The task of mastering the ethical norms of management by the managerial staff is accomplished by:
1. A system of advanced training and retraining
2. Through self-education
3. By studying the best managerial experience
4. By mentoring
5. By the moral choice of a person
254. Nonverbal personal, verbal verbal, written personal, written group inside the organization, written group outside the organization is according to B.Z. Milner classification:
1. information
2. Communications
3. Types of perception
4. Learning methods
5. Educational methods
255. Types of vertical communication include:
1. personal communication
2. communication in groups at meetings
3. communication by telephone
4. Reading and writing memos
5. Issuing orders to subordinates
256. Keith Davis referred to the informal communication channel as:
1. A channel for spreading rumors
2. A feedback channel
3. A channel for planned information leakage
4. A channel for the dissemination of certain information
5. A channel for obtaining classified information
257. The dynamic process aimed at shaping participants’ perceptions of the state of the pedagogical system is called:
1. communication
2. information exchange
3. feedback
4. In-school control
5. Pedagogical monitoring
258. The procedure for destroying uncertainties in a school does not involve:
1. Dismissal of unwanted employees and teachers
2. Adjustment of primary planning.
3. Resolving personnel issues
4. Refining the regulatory framework of the educational organization
5. Preparing clear and specific instructions for subordinates
259. One of these statements is incorrect:
1. The implementation of the goals of the management system and pedagogical tasks depends on the school atmosphere.
The school atmosphere is formed thanks to the principles of interaction of all participants of the pedagogical process, their value orientations.
The school atmosphere is a poorly studied and poorly measurable phenomenon.
4. the school atmosphere is felt from the threshold of the school, from the greeting of the janitor, the views of students and teachers, their emotional state.
5. A favorable school atmosphere is felt by each person physically.
260. Maslow’s principle of motivation in management boils down to the following statement:
1. Rather than volitional decisions, scientifically justify each element of work.
2. To select and then train, educate and develop the workforce using certain criteria. 3.
3. work closely with the people while ensuring that the work is done according to the developed principles of science.
4. Provide a reasonable division of labor and responsibility between supervisor and employees.
5. The motives for people’s actions are based on various needs, including the need for communication.
261. One of the leading pedagogical principles, as defined by Harrington Emerson, is the “common sense” principle:
1. The principle of humanism
2. The principle of naturalness
3. Principle of science
4. Principle of consistency
5. Principle of individualization
262. An important factor in the school administration’s work with parents is:
1. The nature of parents
2. The health status of the parents
3. Parents’ level of financial status
4. Social status of parents
5. Parents’ educational needs for school 263.
263. The horizontal division does not include the distribution of authority:
1. Between deputy principals
2. Between the heads of methodical associations
Between the heads of subject departments
4. Between the principal and his deputies
5. Between the heads of creative groups
264. The normative document regulating the list of basic requirements for the position of a particular employee of an educational institution is called:
1. employment contract
2. Qualification characteristic
3. Job description
4. Employee’s functions
5. Qualification requirements
265. The following information is not reflected within the job description:
1. The name of the educational organization and the document, the position to which the document relates
2. Name of the employee to whom the document relates directly
3. Employee’s marital status
Key Functions of the Employee as per his/her position in the school
5. The employee’s rights and responsibilities in the performance of this position
266. Legal forms of school management include:
1. Board of Trustees
2. The Pedagogical Council
3. scientific-methodical council
4. Meeting of the Headmaster
5. Administrative meeting
267. One of the main tasks of the school-wide Parents’ Committee is:
1. Implementation of state policy on education
2. Directing of activity and uniting of efforts of the teaching staff towards improvement of the educational process
3. Introduction of achievements of pedagogical science and advanced pedagogical experience into school practice
4. Decision-making on admission, transfer and graduation of students following the results of the state attestation
5. Active participation in organization of school life 268.
268. This school self-governing body recommends pedagogical staff for various types of encouragement:
1. Headmaster
2. Head teachers of the school
3. The teachers’ council
4. Board of Trustees
5. School trade union organization
269. Non-legal forms of school governance include:
1. Production meetings
2. Psycho-pedagogical and theoretical seminars
3. Pedagogical councils
4. Meetings under the headmaster
5. All of the above
270. This collegial management body formalizes contacts between the administration and other participants in the pedagogical process and performs the functions of operational management:
1. School Board of Trustees
2. School teachers’ council
3. scientific-methodical school council
4. Meeting of the Headmaster
5. School-wide parents’ meeting 271.
271. The totality of techniques, methods of implementation of management functions is:
1. Methods of management
2. the management object
3. Subject of management
4. Means of control
5. Technology of management
272. This statement is not true about the essence of organizational-administrative methods of management:
1. organizational-administrative methods of management are based on power.
2) Organizational-administrative methods of management are based on discipline.
3. organizational and administrative methods of management are based on penalties. 4.
4. organizational-administrative methods of management are based on rewards. 5.
5. 5. organizational-administrative methods of management are based on respect and trust.
273. Means of administrative influence do not include:
1. Rules of the internal labour order
2. the staff schedule of the educational organization
3. Job descriptions of employees
4. employment contracts
5. Orders
274. Moral encouragement, social planning, persuasion, suggestion, personal example refer to:
1. organizational and administrative methods of management
2. Industrial and technical methods of management
3. Personnel methods
4. Control methods
5. Regulatory methods of management
275. This direction of managerial activity is characteristic of the administration’s work with personnel during the development of the school’s strategy:
1. Formation of personnel policy of the organization
2. Recruitment and selection of personnel
3. evaluation and certification of staff
4. Promotion, demotion, transfer, reduction, dismissal of staff
5. Discussions and debates to develop common approaches to management
276. This type of management activity is aimed at changing reality, its objects (textbooks, programs, recreational ergonomics, etc.) and subjects (teachers’ competence, type of students’ learning activities, principles of pedagogical interaction, etc.):
1. Planning
2. Designing .
3. analysis
4. Monitoring
5. Forecasting
277. The result of design activity, a certain idea, a holistic image of a future system is:
1. Project .
2. Plan .
3. Strategy
4. Forecast
5. Model
278. This requirement does not apply to a quality project?
1. Creativity
2. Weighted
Argumentation
4. Scientific-theoretical validity
5. Traditionality
279. One of the most important laws of education states that the successful development and formation of a child’s personality is only possible:
1. In the family
2. In the children’s collective
3. In individual interaction of the child with the teacher
4. In a comfortable psycho-emotional environment
5. In communication with adults
280. The level of pedagogical culture of the members of the teaching staff, the nature of interpersonal relations, the understanding of collective and individual responsibility, the degree of organization, and cooperation together determine 1:
1. the effectiveness of professional activities of the teaching staff
2. Multifunctional nature of professional activity of pedagogical staff
3. Complexity of problems solved by the pedagogical staff
4. Effectiveness of professional activity of pedagogical staff
5. Manageability of the teaching staff
281. In the public-public nature of management, the role of
1. administrative management
2. administrative-public management
Public management 4.
4. Administrative management
5. Legal control 282.
282. This scientific school of management developed the progressive ideas of the school of human relations:
1. the school of scientific management
2. school of administrative management
3. school of behavioral sciences
4. school of management science
5. School of quantitative approach
283. The school of quantitative approach is sometimes called:
1. the school of management science
2. the school of behavioral science
3. the school of administrative management
4. the school of human relations
5. School of scientific management
284. The classical school of management is nothing more than:
1. the school of quantitative approach
2. school of behavioural science
3. school of administrative management
4. school of human relations
5. School of scientific management
285. In management, a situation is defined as:
1. A specific set of internal and external circumstances (factors) that affect the organization at a given time.
2. A set of internal circumstances (factors) that affect the organization at a given time.
3. The set of external circumstances (factors) that affect the organization at a given time.
4. A force majeure (unforeseen) circumstance that affects the organization at a given time.
5. A pre-planned action that is out of control.
286. Requirements for the manager (manager) according to the situational approach methodology:
1. The manager must be familiar with basic management concepts.
2. The manager must understand the management process.
3 The manager must consider the strengths and weaknesses of the concepts of management, applying them to a specific situation, and anticipate the likely consequences of applying these concepts;
4. The manager must be able to correctly interpret the situation, determine which factors are most important in the situation, and which variables can be neglected.
5. All answers are correct.
287. In this country, the principles of strategic management have been introduced into company management practices since the late 1960s:
1. USA
2. Japan
3. USSR
4. Sweden
5. China
288. A distinctive feature of Japanese management is:
1. Asset management.
2. Management of people
3. Market management
4. Technology management
5. ICT resource management
289. Organization of students’ activity environment, aimed at their mastering of subject or sociocultural experience as the basis and condition for their development, is:
1. The subject of pedagogical management
2. The purpose of pedagogical management
3. The essence of pedagogical management
4. the subject of pedagogical management
5. The function of pedagogical management
290. The scientific school proceeds from the following postulate: “The key to the success of an organization…”.
1. In the scientific organization of a worker’s work.
2. The interaction between the external and internal environment
3. In the human relations between managers and workers
4. In the scientific organization of the manager’s work
5. In the marketing approach to management
291. Management of the activities of the teaching team, management of the activities of the teacher, management of the activities of the student are
1. Types of management
2. Forms of management
3. Levels of governance in the structure of pedagogical management
4. Functions of management
5. Means of control
292. Modern management as a specific type of managerial activity is built on the following elements:
1. Principles of uniting people capable of joint action
2. The interaction of team members in addressing common goals and objectives for the development and satisfaction of human needs
3. Nurturing communicativeness and a sense of personal responsibility
4. Uniform approaches to the evaluation of the possibility of personal activity
5. All of the above.
293. A variety of pedagogical information, methods of education and training, and pedagogical communication refer to:
1. Pedagogical management methods
2. Means of pedagogical management
3. Objects of pedagogical management
4. Functions of pedagogical management
5. To the results of pedagogical management
294. One of these statements is incorrect:
1. Outcomes consistent with the organization’s aspiration are expressed as defined end goals.
2. Outcomes consistent with the organization’s aspiration are expressed as strategies.
3. Outcomes consistent with the organization’s aspiration are expressed as motivation and leadership skills.
4. Results consistent with the organization’s aspiration are expressed as key results.
5. Outcomes consistent with the organization’s aspiration are expressed as intermediate goals.
295. In this methodological approach, the school is viewed as a set of interdependent elements, such as people, structure, tasks, and technology, which are oriented toward achieving different goals in a changing external environment:
1. In the process approach.
2. In the systems approach
3. With a situational approach
4. With a program-targeted approach
5. With a competency-based approach
296. Representatives of this scientific school were the first to propose a process approach to management:
1. the school of quantitative approach
2. the school of behavioral sciences
3. school of administrative management
4. school of human relations
5. School of scientific management
297. The key specifics of the professional activity of the pedagogical staff is:
1. teaching and educating the younger generation
2. training of the younger generation
3. Upbringing of the younger generation
4. Development of academic literacy of children
5. Fostering the personality of a citizen and patriot
298. A teacher who is able to go beyond normative activities, who subtly grasps the advantages and disadvantages of pedagogical innovations, who is capable of mastering, creating and implementing new values and technologies himself, is called:
1. Teacher Innovator
2. Master teacher
3. Research teacher
4. Teacher educator
5. Teacher-leader
299. One of the key features of the teaching staff:
1. autonomy from school administration
2. High degree of self-management
3. High degree of manageability
4. Low level of innovative potential
5. Low level of responsibility for the final results
300. One of the peculiarities of the pedagogical staff activity is:
1. Personal responsibility for all results of their activities
2. Group responsibility for all results of their activities
3. Collective responsibility for all results of one’s activity
Individual responsibility for all results of his (her) activity
5. No responsibility for the results of one’s activity
301. The unity of teachers cannot manifest itself in the following:
1. In value orientations
2. In attitudes
3. In beliefs
4. In technology and methodology of pedagogical activity
5. In the responsibility for teaching and upbringing of the younger generation
302. This feature is not inherent in the teaching staff?
1. High degree of self-management
2. Collective responsibility for all results of their activities
3. High level of feminization
Lack of time limits for certain kinds of pedagogical work
5. Strictly limited format of communication between teachers and pupils
302. The positive side of the process of feminization of teaching teams is that:
1. Female teams are more emotional.
2. Women’s teams are more prone to mood swings.
3) women’s teams are more conflictive than those pedagogical teams in which men are present in a considerable part
4. Female teachers are more flexible in their choice of methods and techniques of pedagogical influence
5. Complex type of relations prevails in female groups
303. This element is absent in internal school environment:
1. Purpose
2. Means
Non-governmental organizations 3.
4. the educational process
5. Personnel
304. The leading basis for team relationships is recognized as:
1. Friendship
2. Sympathy
3 Independence from each other
4. responsible dependence
5. Power
305. Activity is:
1. The process of transmitting information
2. The means for transmitting information
3. Communication between objects
4. The process of interaction within a school and between educational organizations
5. A purposeful set of actions by actors.
306. This goal is not the purpose of professional communication:
1. ensuring effective exchange of information between the object and subject of pedagogical management
2. Improving interpersonal relationships in the process of information exchange
3. Development of professional competence and innovative potential of a teacher
4. Creation of information channels for the exchange of information between individual employees and groups, for the coordination of their tasks and actions
5. Regulation and rationalization of information flows
307. This type of communication refers to “state” communication:
1. Oral negotiation
2. Business letter.
3. On-line conference
4. Order
5. Progress report
308. This type of communication is not an interpersonal communication?
1. Team communications.
2. “State” communications.
3. Communication based on written exchange of information
4. Communications with the external environment
5. Informal communications
309. Ways of spreading unofficial information, so-called leaks, and rumors of all kinds are called:
1. Informal communications
2. Communications with external environment
3. State” communications
4. Horizontal communication
5. Organizational communications based on verbal communication
310. Manifestations of business communication ethics include:
1. the relationship between the school and the social environment
Relationships between schools 3.
Relationships within one school-between supervisors and subordinates, between a subordinate and a supervisor
Relations between people of the same status 5.
5. All answers are correct
311. This principle of business communication ethics is central to the so-called gold standard of professional ethics:
1. mandatory correction of an ethical violation, regardless of when and by whom it was committed.
2. Professional conduct and actions of an employee are deemed ethical, if they contribute to the development of the organization (or its subdivisions) from a moral point of view.
3. no violence, i.e. “pressure” on subordinates, expressed in various forms, for example, in an orderly, command manner of conducting an official conversation. 4.
4. “Within the scope of one’s official position, never tolerate in relation to one’s subordinates, to one’s superiors and colleagues at one’s official level, to clients, etc., such conduct as one would not wish to see in relation to oneself.”
5. There should be fairness in allocating the employees with the resources necessary for their official activities (money, raw materials, supplies, etc.). 312.
312. The ethics of business communication should be based on:
1. Harmonization of interests
2. Coordination of action
3. Humanization of relations
4. Democratization of communication
5. Centralization of power
313. This science is not related to the so-called “behavioral sciences:
1. ergonomics
2. Management psychology
3. economics
4. Sociology of management
5. Business ethics
314. The following condition is not a prerequisite for the performance of a manager’s professional duties:
1. an objective and benevolent attitude toward the personal views of subordinates
An objective and benevolent attitude toward the work expectations and claims of his subordinates
3. an objective and conscientious attitude toward the professional judgment of subordinates
4. Recognition of the supremacy of the state and public interests over the personal interests of the individual
5. Fair material and moral assessment of the personal contribution of each employee, the working collective to the common cause of the school development 315.
315. This rule is not mentioned in the rules of effective communication. 1:
1. genuine interest
2. Similarity .
3. Correct understanding
4. Time
5. Commanding tone with the interlocutor
316. This circumstance is not a circumstance that affects the effectiveness of communication:
1. The mood of the interlocutor
2. Previous conversation
3. Money
4. Meeting place
5. The time of the meeting
317. The system-forming (defining) component of pedagogical management:
1. economic component
2. Political component
3. Social component
4. Cultural component
5. Communicative component
318. The most different problems of our life (for example, conflict over material resources, over values and the most important attitudes of life, over power (problems of domination), over status-role differences in the social structure, over personal, including emotional and psychological differences, etc.) are:
1. Reasons of conflicts
2. Reasons of clashes
3. Types of conflicts
4. Forms of conflict manifestation
5. The means of conflict
319. This provision is not the cause of interpersonal conflicts in a teaching team:
1. “Sharing the common object of claims” (challenging material benefits, leading position, recognition of fame, popularity, priority…)
2. Impairment of a sense of self-esteem. 3.
3. non-confirmation of role expectations
4. Business disagreements
5. Joint activity on the basis of common attitudes
320. Strict regulation of school life, shifting “other people’s” responsibilities to the teacher, unequal workload of teachers on public assignments are the causes of conflicts:
1. “Teacher to teacher.”
2. “Teacher-student”.
3. “Teacher-administrator.”
4. “Teacher-Parents.”
5. “Administration – parents.”
321. A very common and most difficult to overcome conflict is:
1. “Teacher-Administrator.”
2. “Teacher-Teacher.”
3. “Administration-Parents.”
4. “Teacher-Pupil.”
5. “Teacher-Parents”.
322. This reason is not one of the specific causes of teacher-teacher conflicts:
1. Conflicts due to the specificity of the relationship between young teachers and teachers with seniority
2. Conflicts due to the nature of the relationship between teachers who teach different subjects
3. Conflicts among teachers of different subjects.
4. Conflicts due to special relationships between male and female teachers 5.
5. Conflicts caused by characteristics of relationships between teachers whose children attend the same school 323.
323. Conflicts based on the degree of their reaction to what is happening do not include:
1. fast-paced conflicts
2. acute prolonged conflicts
3. Low-intensity, sluggish conflicts
4. Subjective conflicts
5. Low-intensity, fast-moving conflicts
324. Conflicts by their consequences include:
1. Destructive (destructive) conflicts
2. Interpersonal conflicts
3. objective conflicts
4. Internal conflicts
5. Protracted conflicts
325. This stage is not represented in conflict management:
1. Forecasting
2. Prevention (prevention)
3. Stabilization
4. Regulation
5. Resolution
326. Among all controlling influences in relation to conflict, central is:
1. Prediction
2. Resolution
3. Warning
4. Regulation
5. Prevention
327. Basic interpersonal conflict resolution styles do not include:
1. Evasion
2. Smoothing
3. Compromise
4. Warning
5. Coercion
328. An important factor in a leader’s performance of his or her functions is:
1. personality traits
2. Professional competence
3. Desire for power
4. enthusiasm
5. Physical and emotional stamina
329. The leader of this type attracts first of all by the ability to see new things, to take up problems that may seem unsolvable and even dangerous, invites to discussion, can set the task in such a way that it will interest and attract people:
1. leader-organizer
A creative leader
A fighter leader
4. Leader-diplomat
5. Leader-consoler
330. A leader of this type sometimes lacks the time to think through all his actions and consider everything:
A comforting leader.
The leader-organizer.
A leader-diplomat.
4. Leader-fighter
5. Leader-creator
331. Among the types of leaders according to the roles they perform there is no:
1. leader-organizer
Leader-initiator 2.
Leader-consultant 3.
4. Leader-geo-energizer of emotional mood
5. Erudite leader (has extensive knowledge)
332. In human resource management, there is no given type of leader in the classification of leaders depending on how they are perceived by the group:
1. “One of us.”
2. “The best of us.”
3. “The Good Man.”
4. “The Servant.”
5. “The Man of Reference.”
333. According to one leadership researcher, Stephen Covey, among the criteria for suitability for leadership is missing the criterion of:
1. Continuous self-improvement: reading, asking questions, taking additional training courses.
2. service orientation: I focus on serving others, regardless of how I make my living, i.e. I am always asking myself what other people need, not only what I need.
3. Belief in myself: I am the most worthy of all surrounding people, I love myself, I must think of myself.
4 Radiation of positive energy, goodwill and evasion of perception of negative energy and conflicts.
5. Rational distribution of time and efforts: I try to optimally distribute the time of my life between work, family and society.
334. This quality will not contribute to a leader’s success:
1. The ability to create an image of the future state of the organization and communicate it to followers.
2. The ability to empower followers to implement the goal expressed in the vision.
3. The ability to share power with followers, making them part of a common cause rather than blind doers;
4. The ability to deal with complexity, uncertainty and ambiguity.
5. Inability to advance trust to his subordinates
335. The concept of “management” should predominantly be used …
1. In charitable foundations
2. In mechanical systems
3. In public non-profit associations
4. In party organizations
5. In the sphere of business.
336. The level at which a manager engages in strategic management …
1. First
2. third
3. Second
4. Superior
5. Last
337. The scientific school of management proceeds from the following tenet: “The key to organizational success …”
1. In the scientific organization of the worker’s labor
2. In the interaction of the external and internal environment
3. In the human relations between managers and workers
4. In the scientific organization of the manager’s work
5. In the marketing approach to management.
338. A great contribution to the development of ideas of the scientific school was made by:
1. A. Fayol and M. Weber
2. I. Drucker and R. Waterman
3. l. McGregor and A. Maslow
4. L. Urwick and D. Mooney
5. G. Gantt and F. Gilbreth.
339. Representatives of this scientific school had the effective use of human resources as the main object of research:
1. Process approach
2. school of scientific organization of labour
3. the administrative school
4. Quantitative approach
5. School of behavioral sciences
340. Representatives of this scientific school first described the principle of management – one-man rule.
1. the behavioral science school
2. Classical or administrative school
3. the school of human relations
4. the school of management science or quantitative approach
5. Schools of scientific management
341. The French entrepreneur and manager A. Fayol formulated … principles of organizational management:
1. Eight .
2. Ten
3. Twelve
Sixteen
5. Fourteen
342. According to leadership theory, charisma is:
1. Power based on coercion
2. Power based on reward
3. Legitimate power
Expert power 4.
5. Power of example
343. The most effective for conflict resolution purposes is:
1. The method of coercion
2. The problem-solving method
3. the method of smoothing
4. Evasive method
5. Compromise method
344. A manager’s operating style is determined to the greatest extent by:
1. the manager’s work experience
2. the manager’s area of expertise
3. the work experience of the employees
4. The skill level of the employees
5. Specifics of the organization’s activities
345. A manager at this level should spend most of his or her working time on operational tasks:
1. All levels
2. At the highest level
3. lower level
4. Middle level
5. Intermediate level
According to management, the norm of manageability characterizes:
1. The growth of the managerial apparatus
2. The authority of the manager
3. Number of subordinate employees
4. The terms of subordination of relations
5. Manager’s rules of conduct
347. The theory of this school was based on the study and subsequent dissemination of best management practices:
1. Modern management concepts
2. the school of behavioral sciences
3.School of scientific management
4. the school of human relations
5. the empirical (practical) school of management
348. Existing ways of restoring fairness:
1. Reducing one’s contribution
2. Increasing one’s contribution
3. Increase in return
4. Decrease in return
5. Cessation of relationship
349. Expectation theory (Victor Vroom) is based on the following main factors:
1 Participation
2. Validity
3. expectation
4. Ownership
5. Instrumentality
350. The primary purpose of organizational culture:
1. Maintaining the self-identity and identity of the organization
2. Controlling personnel
3. Formation of a favorable psychological climate
4. Upbringing of the staff
5. Creation of favorable image
351. The type of manager who can be useful in a creative team with a high degree of delegation:
1. Middleman
2. autocrat
3. liberal
4. choleric
5. Democrat
352. Planning, organizing, regulating, and controlling is:
1. the duty of the manager
2. Functions of management
3. stages of planning
4. Management methods
5. Principles of management
353. Management, as the science of management, began to be considered with the emergence of:
1. Modern quantitative methods of justification of management decisions
2. the school of human relations
3. Advances in the psychological and sociological sciences that have a decisive impact on the individual in management
4. Classical school of management
5. School of quantitative approach
354. This scientific school provides three approaches to management: process, quantitative, and situational:
1. Classical school of management
2. administrative school of management
3. school of human relations
4. school of management science
5. School of behavioral science
355. The specific outcomes the organization would like to achieve are:
1. Goals .
2. Mission .
3. Strategy
Tactics
5. Activities of the organization
356. The mission of the school is:
1. Maximizing achievement
2. The external mission of the school
3. A goal related to cost reduction
4. Motivation of the teaching staff
5. Long-term goal of the school
357. When forming the organizational structure, observance of the principle of one-man management is obligatory:
1. Yes
2. No
3. preferably
4. Not necessary
5. Possible
358. The essence of the situational approach is as follows:
1. Knowledge of professional management methods that have proven effective
2. The ability to anticipate the consequences of applied techniques and concepts
3. Correct interpretation of the situation, identification of the most important factors, and application of adequate methods
4. Applying methods of action that elicit the satisfactory attitude of the supervisor. 5.
5. Application of professional management techniques that have proven to be effective
359. The process of regulating different activities, structures of an organization is:
1. analysis of the environment
2. Strategic planning
3. Control
4. Motivation
5. Coordination
360. Preliminary, final, and ongoing control are:
1. stages of control
2. Methods of control
3. objects of control
4. Principles of control
5. Means of control
361. The task of preliminary control:
1. Control of the results of the implementation of the plan
2. Monitoring the progress of the plan
3. Control of readiness to carry out the planned tasks
4. Control of each individual operation
5. Control of intermediate results
362. Creative thinking is necessary for a supervisor because it:
1. Guarantees more sustainable management
2. Enables the generation of non-standard solutions
3. Reduces the time it takes to make a decision
4. Reduces management costs
Saves resources
363. The main reason for creating a team in a school:
1. saving time
2. saving human resources
3. fashion
4. Opportunity for synergy
5. Distribution of responsibility among team members
364. The ability to influence and direct individuals and groups to achieve organizational goals without the use of authority:
1. leadership
2. Leadership
3. talent
4. art
5. Motivation
365. The rotation method, as a characteristic of national management, is most commonly used in:
1. U.S.
2. China
3. United Kingdom
4. Japan
5. South Korea
367. The management style is:
1. The manner of behavior and form of interaction of a manager with subordinates
2. The form of relationship with the management of the organization
3. A set of methods for performing one’s functional responsibilities
4. The manager’s work schedule
5. The level of managerial culture
368. The goals of the organization must be:
1. necessarily long term
Difficult to achieve
Quickly achievable 3.
4. Specific and measurable
5. Not interrelated with each other
369. Motivation is:
1. A person’s intrinsic value perceptions
2. A system of rewards for good performance
3. Attitudes that evade the employee from purposeful action
4. A method of encouraging people to work
5. The desire to earn more money
370. The problem in the management system is:
1. The direction of the study of the management system
2. A set of information about the state of the management system
3. A contradiction that requires finding a solution method and the solution itself
4. A crisis situation requiring immediate radical action
5. Constant failures, disruptions, and shortcomings
371. A methodological approach that is characterized by considering people’s abilities and motivation to work:
1. Systemic
2. Structural
3. Behavioral
4. Linear
5. Matrix
372. The key factor in any management model is:
1. people.
2. Means of production
3. Finance
4. Governance structure
5. Resources
373. Tactics are:
1. Long-term strategy.
2. Short-term strategy
3. Medium-term plan, results become apparent in 3-4 years
4. Medium-term plan, results become apparent in 1-2 years
5. One-year work plan
374. A procedure is:
1. A sequence of actions to be taken in a particular situation that tends to be repeated
2. A sequence of specific actions to be performed in a single specific situation
3. the use of past experience
4. Guaranteed performance of specific actions
5. A set of repetitive actions
375. Specialization of functions, powers of managerial activity is:
1. integration
2. Humanization
3. individualization
4. Democratization
5. Differentiation
376. The highest level of government:
1. Strategic
2. tactical
3. operational
4. Situational
5. Latent .
377. The principle of involving personnel in the management of an organization is called:
1. Distribution of authority
2. Collegiality
3. Transparency
4. Democratization
5. Humanization
378. The manager’s ability to clearly and logically argue his point of view so that it is perceived by the “critical majority” in the team is a principle:
1. Manageability .
2. Democratization .
3. Harmonization
4. Consensus
5. Humanization
379. At realization of the given principle change of management from monological basis on a dialogical occurs, transition from communication to dialogue, from subject-object to subject-subject relations:
1. Equality
2. Cooperation
3. Democratization
4. Self-management
5. Humanization
380. The principle of encouraging and evaluating teachers without bias, objectively, on the basis of providing them with equal “starting” opportunities is the principle of
1. Democratization
2. Humanity
3. Fairness
4. Consensus
5. Transparency .
381. The basis of the communication environment of pedagogical management is:
1. Scientific knowledge
2. empirical knowledge
3. Books
4. information
5. Internet
382. The approach that emphasizes the need to consider the influence and interaction of many factors in management activities is called:
1. Process
2. Competence-based
Person-centered
4. Systemic
5. Administrative
383. A key feature of the delegation process in an organization:
1. Authority and responsibility are delegated to a subordinate manager
2. Responsibility is delegated to a subordinate manager
3. Distribution of responsibility between senior manager and subordinate manager equally
4. A new, equal in rank manager is appointed and all responsibility is transferred to him
5. Authority is delegated to a subordinate manager, and the senior manager continues to have all responsibility
384. The control system in the organization consists of stages:
1. current and final
2. Preliminary and final
3. only of the current control
4. total control of all over all
5. Preliminary, current and final
385. According to Fayol, this function is not inherent in the process approach to management:
1. Planning of activities
2. organization of activities
3. Control of activities
4. target setting
5. Discussion between the supervisor and the team about the progress of the activity
386. According to sociologists, the primary need for successfully integrating a new employee into the work process is:
1. Social adaptation in the team
2. Relevance to specialization
3. Fair remuneration
4. Prospects for growth
5. Comfortable working conditions
387. The essence of the process approach is:
1. Knowledge of professional management methods that have proven their effectiveness in management practice
2. The ability to anticipate the consequences of applied techniques and concepts
3. Correct interpretation of the situation, identification of the most important factors
4. Apply the means of action that produce the least negative effect in a given situation, while ensuring maximum effectiveness
5. Management is a set of interrelated, sequential actions (functions)
389. A rule is:
1. A sequence of actions to be taken in a particular situation that tends to be repeated
2. An assurance of performing specific actions in specific ways in a specific singular situation
3. Specifically articulated past experience
4. Sequence of operations
5. Management practice
390. The implementation of the principle of consistency and integrity in school management excludes:
1. Consistency in management
2. consistency in management
3. Reciprocity in management
4. Unity of command in management
5. Reciprocity in management
391. The implementation of this principle is aimed at overcoming subjectivity and authoritarianism in managing an integral pedagogical process:
1. Principle of consistency
2. Principle of one-man management and collegiality
3. Principle of competence
4. Principle of humanism
5. Principle of science.
392. The principle of competence implies:
1. Knowledge of methods for collecting, processing, storing, and using in-school information
2. Development and implementation of in-school information management technology
3. Improvement of scientific organization of managerial work
4. Formation of information data banks and application of technology for their operative use
5. Recruitment and selection of employees who have the necessary skills for a particular job
393. Integral unity of all factors contributing to the achievement of the goals of human development – is:
1. The process of education
2. The pedagogical process
3. A pedagogical system
4. Family education
5. The educational process
394. The object of management in an educational institution is:
1. Managers (director, deputy directors)
2. Teachers .
3. Students
4. Parents
5. Fixed assets
395. Purposeful conscious interaction of participants in a holistic pedagogical process aimed at achieving an optimal result is called:
1. Subject-subject interaction
2. Intra-school management
3. Subject-object interaction
4. Professional interaction
5. Constructive interaction
396. Organization of students’ activity environment, aimed at their mastering of subject or sociocultural experience as the basis and condition of their development, is:
1. The goal of pedagogical management
2. Means of pedagogical management
3. The product of pedagogical management
4. Result of pedagogical management
5. Subject of pedagogical management
397. A variety of pedagogical information (theoretical and empirical scientific knowledge, on the basis of which educators’ ideas are formed), methods of upbringing and teaching, and pedagogical communication act as:
1. Pedagogical management product
2. Result of pedagogical management
3. The means of pedagogical management.
4. object of pedagogical management
5. Subject of pedagogical management
398. A form of traditional control exercised by the school administration and covering all sides of the educational process:
1. administrative control
2. Preventive control
3. Personal control
4. thematic control
5. Frontal control
399. One of the key functions of the management system, in fact, is to define a system of goals for the functioning and development of the organization:
1. Goal-setting
2. Forecasting
3. Planning
Analyzing
5. Monitoring
400. The school’s individuality that determines the specificity of a set of requirements for a teacher’s professional competence does not include:
1. School values
2. The mission of the school
3. The philosophy of the school
4. Location of school
5. Type of school
