The Acmeological Approach as a Methodological Foundation for Managing the Educational Process

Abstract

The article examines the acmeological approach as one of the key methodological foundations for organizing and improving the management of the educational process in the context of modern educational transformations. It highlights the reasons for the growing interest in this approach, particularly the increased requirements for the quality of educational outcomes, the professional level of teaching staff, and the effectiveness of managerial decisions. The necessity of reorienting educational management toward person-centered principles is emphasized, as these ensure support for individual development, self-realization, and the activation of the internal resources of participants in the educational process. It is substantiated that the use of the acmeological approach contributes to enhancing management efficiency, creating a favorable educational environment, and ensuring conditions for sustainable professional growth and personal development. Research methods: theoretical analysis and generalization of scientific sources, comparison, systematization, and modeling, which made it possible to reveal the essence of the key concepts and identify the structural components of the acmeological approach. As a result of the study, it has been determined that the acmeological approach directs the management of the educational process toward achieving the highest levels of personal and professional development of participants in the educational environment, and it involves creating conditions that support self-realization, self-development, and the full disclosure of individual potential. It has been clarified that the effectiveness of management is ensured through the integration of cognitive-emotional, value-semantic, motivational-regulatory, and creative components, as well as through the use of managerial mechanisms such as reflection, planning, monitoring, and correction. An acmeological model of educational process management has been developed, in which the central role is assigned to the acme-goal and the individual development trajectory (acmeogram). The conclusions emphasize that the implementation of the acmeological approach contributes to the transformation of the managerial activity of an educational institution leader toward facilitative interaction, enhances the quality of the educational process, fosters teachers' professional development, and promotes the ability for continuous self-improvement.