The Impact of Micromanagement on the Effectiveness of Pedagogical Team Development in Vocational Education Institutions

Abstract

The article examines the problem of micromanagement in vocational (vocational-technical) education institutions and its impact on the development of the teaching staff. Contemporary theoretical approaches to defining the essence of micromanagement as a destructive management style are analyzed, and its key features are systematized: excessive control by the leader over the details of subordinates’ work, resistance to the delegation of authority, exclusion of teachers from decision-making, and restriction of their autonomy. The causes of micromanagement are identified, including insufficient managerial competence of the leader, psychological characteristics (perfectionism, distrust of subordinates), and the deliberate use of this style of management as a tool of control. Based on empirical research conducted among 87 respondents from five vocational education institutions, the main negative consequences of micromanagement for teaching staff are determined. It is revealed that long-term work of teachers under micromanagement leads to a significant decrease in professional autonomy (by 42%) and creativity (by 39%) compared to teachers working under democratic management. At the same time, certain situations are outlined in which the use of elements of micromanagement may be appropriate: adaptation of new employees, crisis periods, optimization of inefficient processes, and work with low-performing staff. Principles of effective management are proposed to help heads of educational institutions avoid micromanagement: formulation of tasks in terms of expected results, delegation of authority, consideration of subordinates’ opinions, implementation of an effective motivation system, focus on teachers’ strengths, and the creation of a climate of trust. The practical significance of the study lies in developing recommendations for overcoming the consequences of micromanagement and introducing democratic management styles into the educational practice of vocational institutions.