DEVELOPING AN INTEGRATED MODEL OF EDUCATIONAL PROCESS MANAGEMENT IN TEACHER EDUCATION INSTITUTIONS

Teacher education institutions operate in an increasingly complex higher education environment that requires effective coordination of academic planning, curriculum development, teaching practices, quality assurance, and institutional decision-making. However, the management of these processes may become fragmented when strategic objectives, pedagogical activities, digital resources, and performance evaluation mechanisms are addressed separately. This study aims to develop a conceptual model for the integrated management of educational processes in teacher education institutions. The research is based on a review and conceptual analysis of scholarly literature on educational management, systems theory, quality assurance, institutional leadership, and evidence-informed decision-making in higher education. Comparative analysis and conceptual modelling are employed to identify the principal management functions, their interrelationships, and the mechanisms required to coordinate them within a unified framework. The proposed model comprises six interrelated components: strategic planning, organizational coordination, pedagogical process management, digital information support, monitoring and quality assurance, and feedback-driven improvement. These components are organized within a continuous management cycle encompassing needs analysis, goal setting, planning, implementation, monitoring, evaluation, and corrective action. The model conceptualizes educational process management as a dynamic and interconnected system rather than a collection of isolated administrative activities. Its potential contribution lies in providing a structured framework for aligning institutional priorities, teaching and learning processes, quality indicators, and stakeholder feedback. The study may offer a theoretical and methodological basis for further research and for the development of context-sensitive management practices in teacher education institutions. Since the proposed framework is conceptual, its practical effectiveness requires subsequent empirical validation in different institutional settings.