Due to the need to ensure economic growth and improving competitiveness of the Russian economy, the development of youth innovative entrepreneurship is relevant for our country. This requires not only the implementation of appropriate educational programs, but also selection of young people for admission on the basis of an effective assessment of their abilities and readiness to create an innovative business. The goal of the investigation is to design and test psychodiagnostic method that solves the problem of prompt assessment of students’ ability to innovative entrepreneurship. The test SINPRED is elaborated on the basis of the authored by Prokhorova and Belokon model of psychic determinants of effective entrepreneurial activity, connected with innovations. The test contains: instruction, 56 statements, the agreement with which the testee expresses on a seven-rank scale; key of primary data processing; normalized points (stens), worked out for two groups of testees (women and men); manual on processing and interpretation of diagnostics results. For empirical foundation of the methodics indices of students’ behavior, singled out by 5 experts, are used. Verification of discriminatory power, internal consistency, reliability of the test is carried out on the sampling of 180 students. 152 students comprise the sampling for evaluating of methodics validity. For defining the test factor structure and its standardization the results of 308 students questioning are utilized. It is revealed that the created test possesses a high level of discriminatory power and test-retest reliability. All test assignments are correlated with each other. The scales of the methodics have a sufficient level of validity. During the test approbation significant differences between women and men are unveiled on four primary scales: leadership, creativity, nonconformity, early entrepreneurial experience. The acquired differences additionally confirm discriminatory power and criteria validity of the test, and also indicate perspective of scientific investigations, that uncover peculiarities of determination and molding ability to innovative entrepreneurship, conditioned by sex.
Keyword(s) : leadership
Coaching in the Leadership for Development-Oriented Work in Educational Organization in a Crisis Situation
The crisis situation, the pandemic, with the closure of the educational space, has stimulated the integration of the virtual environment and digital technology into the educational space and has brought new leadership challenges. We investigated the experience of employees in the educational space (schools with adapted programmes, primary schools and secondary schools) during the pandemic. We found that employees experienced the negative aspect of facing the pandemic requirements for a virtual work environment. They were faced with the challenge of seeking help during the work process. They also had problems with remote work effectiveness, motivation and satisfaction. We were interested in the school leaders’ response to work, the role of the leadership in the process of employee adaptation, and how to identify, understand and use the development tool of coaching when working in a virtual environment. A development tool is an aid to the work process, which enhances work performance. The study confirmed that a development-oriented work process depends on a higher utility value of coaching, from a positive employee response to the use of digital technologies in the work process and leaders’ support in this. To the extent that employees were more open to using the Internet in the work process, they also reacted more positively to the new working conditions which required shifting online during the pandemic. A more positive response was also present in those where the leader’s support was higher. We also detected a more positive response to the work process among employees who expressed an opinion about the higher useful value of coaching during the work process. We found that employees’ response to online technologies was quite positive. Employees’ response to the virtual work process was positive. Employees were open to the use of online technologies if the role of the employer was supportive. This leads to a better development-oriented work process.
Instructional Leadership Models in Modern Schools
The tool developed by Hallinger (PIMRS) has been widely used to identify the level of involvement
of a school principal and his/her management team in instructional leadership. PIMRS unfolds the
domains which principals delegate to their team, domains that are of a priority for the leadership
team when drawing up the school’s instructional leadership profile. However, no studies have been
conducted aimed at identifying instructional leadership models based on the profiles obtained by
applying PIMRS. Cluster analysis (Ward’s method) was carried out to identify the instructional
leadership patterns of 120 schools in one of the megacities of Russia. Four instructional leadership
models were identified, and recommendations were provided.
Instructional Leadership Models in Modern Schools
The tool developed by Hallinger (PIMRS) has been widely used to identify the level of involvement of a school principal and his/her management team in instructional leadership. PIMRS unfolds the domains which principals delegate to their team, domains that are of a priority for the leadership team when drawing up the school’s instructional leadership profile. However, no studies have been conducted aimed at identifying instructional leadership models based on the profiles obtained by applying PIMRS. Cluster analysis (Ward’s method) was carried out to identify the instructional leadership patterns of 120 schools in one of the megacities of Russia. Four instructional leadership models were identified, and recommendations were provided.