- Германсон, Г.О. (orcid.org/0000-0003-0231-1569) (2026) Management of the Development of Digital Culture among Teachers of General Secondary Education Institutions Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Hermanson, H. О. Management of the Development of Digital Culture among Teachers of General Secondary Education Institutions. – Qualifying scientific work as a manuscript. Dissertation submitted for the degree of Candidate of Pedagogical Sciences in specialty 011 «Educational, Pedagogical Sciences» – State Higher Education Institution «University of Educational Management» of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. Annotation content This dissertation addresses the issue of managing the development of digital culture among teachers in general secondary education institutions, as well as the theoretical justification, development, and experimental validation of a model for managing the development of digital culture among teachers in general secondary education institutions in the context of the systemic digital transformation of education. The relevance of this study stems from the systemic digital transformation of society and the contemporary challenges associated with the state of war and the needs of Ukraine’s post-war recovery. In the context of the digitalization of education, the development of teachers’ digital culture takes on particular significance as a key prerequisite for their professional practice. Contradictions have been identified between the need to develop the digital culture of general secondary education teachers as a prerequisite for their professional activity in a digital society and the lack of clarity regarding the theoretical foundations for managing this process; between the need for comprehensive, systematically organized management of the development of teachers’ digital culture and the absence of a scientifically grounded model for such management; between the urgent need for the practical implementation of management decisions and the insufficient level of technological support for the management activities of general secondary education school administrators. These contradictions gave rise to the research problem, which lies in the need for theoretical justification and the development of a model for managing the development of digital culture among secondary school teachers, along with the technology for its practical implementation. This dissertation presents a theoretically grounded and experimentally validated model for managing the development of digital culture among teachers in general secondary education institutions, as well as a methodology for its practical application. It has been determined that managing the development of digital culture among teachers in general secondary education institutions should be carried out as a purposeful and systematic process aimed at creating organizational, resource, methodological, and technological conditions to improve teachers’ digital development. The object of the study is management activities in general secondary education institutions aimed at developing the digital culture of teachers. The subject of the study is the content, structure, and methodology of managing the development of digital culture among teachers in general secondary education institutions based on the developed model. To achieve the objective, the author employed a set of scientific methods, including theoretical methods – analysis, synthesis, generalization, comparison, classification, systematization, concretization, modeling, and design; empirical methods – pedagogical experiment, observation, interviews, questionnaires, and expert evaluation; methods of data recording and quasimetric; and methods of mathematical statistics for the quantitative processing and generalization of the results of the experimental study. The study was based on the assumption that the implementation, within the administrative activities of general secondary education institutions, of a scientifically grounded and proven model for managing the development of teachers’ digital literacy – along with the practical methods for its implementation – will contribute to raising the level of teachers’ digital literacy, stimulate the use of digital technologies in the educational process, and improve the effectiveness of the management activities of general secondary education school administrators. The scientific novelty of the dissertation’s findings lies in the fact that, for the first time, a model for managing the development of digital culture among general secondary education teachers has been theoretically substantiated and developed. This model includes target, regulatory, theoretical, content, technological, and performance-analytical components and is aimed at the systematic organization of managerial actions regarding the development of teachers’ digital culture. The objective component of the author’s model describes the goals, objectives, and expected outcomes of managing the development of a digital culture among secondary school teachers; the regulatory component ensures that management actions comply with current educational documents and the strategic guidelines for the digitalization of education; the theoretical component describes the scientific approaches and principles for managing this process; the content component outlines the main directions for the development of teachers’ digital culture; the technological component defines the sequence of management actions when introducing digital culture into the educational process; the performance-analytical component ensures monitoring, evaluation of results, and adjustment of subsequent management decisions by the head of the general secondary education institution. For the first time, criteria, indicators, and levels of development of the digital culture of secondary school teachers have been defined, and based on them, a quasimetric model for assessing the level of development of the digital culture of secondary school teachers has been developed. This model enables quantitative measurement, ranking, and analysis of the state of teachers’ digital culture and can also be used as a tool for managerial monitoring and decision-making. As part of the verification of the above hypothesis, a methodology for the practical implementation of a model for managing the development of digital culture among general secondary education teachers has been developed. An experimental evaluation of the effectiveness of the model for managing the development of digital literacy among secondary school teachers was conducted at eight secondary schools, five of which were assigned to the experimental group and three to the control group. During the experiment, a set of managerial, organizational, and methodological measures aimed at improving teachers’ digital culture was implemented in the experimental secondary schools: training sessions, seminars, workshops, professional support, feedback mechanisms, and systematic monitoring. The results of the study showed that in experimental secondary schools, the increase in the overall indicator of teachers’ digital culture was 0.14, while in the control schools it was 0.06, confirming the effectiveness of the developed model and the feasibility of its practical application. This dissertation clarifies the concept of «digital culture of educators» as an integrative characteristic of the professional activity of secondary school teachers, combining value orientations, knowledge, skills, experience, and readiness for the conscious, critical, ethical, safe, and pedagogically appropriate use of digital technologies in the educational process of the school. The concept of “managing the development of the digital culture of general secondary education teachers” is explained as a purposeful process of organizing conditions and resources for the continuous support of teachers’ professional activities, aimed at fostering positive dynamics in the development of their digital culture and the effective use of digital technologies in the educational process. The content of the concept of «digital culture of a general secondary education institution leader» is also clarified as an integrative characteristic of the leader’s managerial activities, reflecting their ability to purposefully influence the digital development of the educational institution, make informed managerial decisions using digital technologies, organize and coordinate digital processes, and ensure the resource and organizational conditions for the development of teachers’ digital culture. It has been determined that the head of the secondary school plays a leading role in managing the development of teachers’ digital culture. It is the principal who shapes the strategic vision for digital transformation in the educational institution, creates a supportive digital educational environment, ensures the professional development of teachers, organizes the implementation of digital tools in educational activities, and monitors the results of digital changes. Тhe main provisions and results of the dissertation research have been implemented in the management activities of eight general secondary education institutions, confirming the practical orientation and applied significance of the developed model. The materials of the scientific research can be used in the scientific, educational, and administrative activities of general secondary education institution administrators, educational management teams, consultants at teacher professional development centers, and specialists responsible for the digitization of the educational process, as well as in the system of postgraduate teacher education during the professional development of general secondary education institution administrators and teachers. The research results should be applied in the professional training of students enrolled in educational programs in the fields of 011 «Educational and Pedagogical Sciences», 073 «Management», and other programs related to the management of educational institutions in the context of digitalization.
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