IMPROVING THE QUALITY MANAGEMENT SYSTEM OF PHYSICAL EDUCATION IN A RURAL SCHOOL

Abstract

The article examines the theoretical and methodological foundations as well as the organizational and pedagogical mechanisms for improving the quality management system of physical education in rural secondary schools. The relevance of the study is determined by the limited material and technical resources of rural educational institutions, shortages of qualified personnel, and the decline in students’ health indicators and levels of physical activity. In this context, the necessity of restructuring the quality management process of physical education based on systemic, learner-centered, and competency-based approaches is substantiated.

The concept of management within an educational organization is analyzed as a purposeful, systematic, and results-oriented activity of a pedagogical system. The core management functions in ensuring the quality of physical education—planning, organization, monitoring, evaluation, correction, and analytical support—are comprehensively described. Taking into account the specific characteristics of rural schools, the article proposes the implementation of diagnostic tools for monitoring students’ physical development, systematic assessment of physical fitness levels, the integration of health-preserving technologies, and the modernization of extracurricular sports and recreational activities.

Furthermore, the professional development of physical education teachers, the introduction of innovative pedagogical technologies, the strengthening of the managerial capacity of school administrations, and the development of active partnerships among schools, families, and local communities are considered strategic directions for enhancing the quality of physical education.

The findings demonstrate that the development of an effective management model for physical education in rural schools contributes to improving students’ physical development, fostering sustainable healthy lifestyle behaviors, and enhancing overall educational quality indicators. The conclusions and practical recommendations presented in the article are intended for application in the management practices of rural educational institutions.