Structural-component analysis of the phenomenon «manager’s competitiveness» in psychological and pedagogical discourse

The urgency of the problem of formation of competitiveness of future managers in the process of their professional training is substantiated in the article. The problem of competition and competitiveness, which was introduced in the field of economics, management and production, over time, due to the strengthening of its humanistic context, has received wide and comprehensive coverage in the field of education. The relevance of the study is due to the dynamic development of the education sector, which requires highly qualified competitive professionals capable of effective action at the level of world standards. The author made a theoretical analysis of the main approaches to understanding the nature and components of «competitiveness». It is noted that "competitiveness of the manager of education» is a multilevel integrated personal education, characterized by a set of values, personally and professionally significant qualities, basic knowledge, skills and abilities and is designed for all spheres of life and provides future leaders with competitive advantages, educational activities for creative self-realization. As a result of the analysis, the author summarizes the existing approaches and considers the studied phenomenon as a four-component phenomenon, the components of which are: motivational-value, cognitive, activity and personality-reflexive components. Motivational and value component determines the value orientation and motivation of the individual to self-development, covers the motivation for professional growth and reflects the value orientations of the individual. The cognitive component is characterized by the possession of a system of knowledge necessary for the effective performance of professional tasks; understanding the essence, content, goals and objectives of professional activity; awareness of methods and ways of performing management tasks. The activity component is characterized by the ability of future managers in the field of education to use the acquired knowledge in solving professional problems; ability to adapt to new situations, justify and make decisions for independent professional tasks. The personality-reflexive component determines the suitability for the chosen profession and is characterized by the presence and level of formation of priority professional and personal qualities that affect the ability of future professionals in the field of education to compete.