MUNICIPAL SCHOOL MANAGEMENT IN THE REGION: GENERAL FEATURES AND PECULIARITIES IN IMPROVEMENT PRACTICE

Abstract

Introduction. Modernization of the educational system and expansion of the municipalities' powers in the context of the implementation of the Federal State Educational Standard and national projects to search for effective models of management of educational organizations, taking into account regional characteristics and modern requirements for the quality of education. The study reveals the patterns of adaptation of universal management models to the specifics of the regions and suggests ways to improve municipal management of schools. The scientific novelty of the study lies in the development of a differentiated management model that takes into account the specifics of urbanized, mixed, and remote territories, which allows for the development of targeted tools to overcome resource inequality and improve the quality of education in various types of municipalities.

Materials and methods. The study is based on a systemic, institutional, and socio-capital approach, considering the school as a social institution and the municipality as the environment in which it operates. The study used statistical analysis (official data from the Ministry of Education and Rosstat body for the Republic of Bashkortostan), documentary analysis (municipal education development programs), a sociological survey of heads of education authorities and school principals (N=150), and monitoring of educational outcomes, staff qualifications, and the material and technical base. The sample included 25 municipalities stratified by level of urbanization and socioeconomic development, which ensured the representativeness of the analysis.

Results. The results of the study have revealed that the level of socio-economic development of municipalities directly affects the effectiveness of education management. Urbanized areas have higher funding, resource availability, teachers’ qualifications, and educational outcomes, while remote and subsidized areas face staff shortages, outdated infrastructure, and low academic performance. There are significant differences in management between urban and rural municipalities. There are also differences in the implementation of language and cultural policies, with remote areas having a higher proportion of schools with native language instruction but lower access to innovative programs and digital resources.

Discussion. Urban areas have higher levels of funding, resources, teachers’ qualifications, and educational outcomes. However, remote and subsidized areas face staff shortages, outdated infrastructure, and lower academic performance. There are significant differences in management approaches between urban and rural municipalities. Remote areas have a higher proportion of schools with native language instruction, but lower access to innovative programs and digital resources. This highlights the need for differentiated support measures: for urban schools, the development of innovation and digitalization, and for rural schools, the strengthening of human resources and infrastructure while preserving the ethnocultural component of education.