Тошкент давлат педагогика университети ҳузуридаги фан доктори илмий даражасини берувчи бир марталик илмий кенгаш

Table 1 
Frequency of encountered socio-psychological characteristics of education 
managers of the experimental group before and after training to innovative 
activity (in%) 
№ 
Name of 
components (diagnostic 
scales) 
The experimental group 
(n=116) 
Levels 
Control group 
(n=118) 
Levels 
Title 
components 
H
igh
above
-ave
rag
e 
ave
rage
bel
ow
t
he a
ver
age
low
H
igh
above
-ave
rag
e 
ave
rage
bel
ow
t
he a
ver
age
low
Before preparing to innovative activity 
Motivation 
1,7 
3,4 
42,2 
33,7 
19 
3,4 
4,2 
40,7 
35,6 
16,1 
Communicativeness 
8,6 
6,9 
40,5 
29,3 
14,7 
7,6 
6,8 
37,3 
34,7 
13,6 
Co-creativity 
0,8 
5,1 
39,7 
39,7 
14,7 
2,5 
6,8 
35,6 
39,8 
15,3 
Interpersonal Contact 
3,4 
10,3 
31 
45,7 
9,6 
2,5 
9,3 
44,1 
33,9 
10,2 
Organizational skills 
6,1 
20,7 
56 
17,2 
0 
7,6 
16,1 
57,6 
17,9 
0,8 
After preparing to innovative activity 
Motivation 
18,1 
44,8 
31 
6,1 
0 
4,2 
6,8 
44,1 
32,2 
12,7 
Communicativeness 
19,8 
41,4 
34,5 
4,3 
0 
6,8 
9,3 
36,4 
39 
8,5 
Co-creativity 
4,3 
56,9 
35,3 
2,6 
0,9 
4,2 
8,5 
35,6 
38,1 
13,6 
Interpersonal Contact 
29,3 
33,6 
32,8 
4,3 
0 
3,4 
8,5 
40,7 
38,1 
9,3 
Organizational skills 
36,2 
46,6 
13,8 
3,4 
0 
11,9 
15,4 
56,7 
14,3 
1,7 
The first part of the developed model - is introductory. This part of the model 
provides the study of socio-psychological characteristics of managers, as well as 
evaluation of the effectiveness of carried out innovative activity by means of 

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developed within this dissertation research techniques. The second part of the 
model - is the main, which provides holding of thirteen classes aimed at the 
gradual achievement of the main objectives of the model. 
The third stage is the final, in which are summed up the success of the 
implementation of preparation model for education managers to innovative activity 
in higher education institutions. Next step is holding a repeated study of socio-
psychological characteristics of education managers , as well as evaluating the 
effectiveness of carried out innovative activity by using developed within this 
dissertation research methodologies that allows to evaluate the effectiveness of the 
undertaken measures. 
Conducting the research before and after training, followed by analysis on 
frequency occurring features, as well as examination of the results of observation 
and interviews (feedback) in the preparation, allowed us to allocate dynamic 
changes in socio-psychological characteristics of education managers of 
experimental group positively affecting on innovative activity as a result of the 
undertaken measures (tab. 1). 
Thus, the performance of all five components: motivation, communication, 
co-creation, contact, organizational skills has positively changed. Barely was noted 
dynamics at managers of control group, where almost all the indicators remained 
without significant changes, which confirms the effective and targeted impact of _ 
model of training education managers to innovative activity on the importance of 
social-psychological features of education managers in the experimental group and 
makes the model suitable for the application in practice.