DIGITAL TECHNOLOGIES IN THE PERSONNEL MANAGEMENT SYSTEM OF A PRESCHOOL EDUCATION INSTITUTION

Abstract

The purpose of the study is to substantiate an integrated approach to the use of digital technologies in the personnel management system of a preschool educational institution and to determine the priorities for their implementation, taking into account the specifics of the work of pedagogical and non-pedagogical employees. The methodological basis was formed on a combination of a systemic approach, comparative analysis, structured content analysis and author's assessment of evidentiary relevance. The information base was bibliographic data. For 9 areas of personnel work, a three-level coding was applied, where 2 points meant direct evidentiary relevance, 1 point - indirect, 0 points - lack of relevance. It was established that the highest evidentiary saturation is in the assessment of performance and support for the quality of personnel work, for which the author's relevance index was 86.1%. Professional development of employees and data protection and ethical management received 75% each, workforce and schedule planning – 69.4%, internal communication and team interaction – 63.9%, analytical support for personnel decisions – 58.3%, support for employee well-being and retention – 52.8%. Personnel administration and selection with induction received 30.6% each, which is interpreted as a lack of specialized research specifically for preschool education, rather than as a low practical significance of these areas. A five-level implementation sequence is justified, which includes data and process auditing, automation of routine administration, integration of planning, communication and professional learning, use of analytics and technologies based on artificial intelligence to support decisions, as well as constant control of access, privacy, fairness and human responsibility. The scientific novelty lies in the further development of the vision of digitalization of personnel work in a preschool educational institution through the combination of the functional architecture of personnel management with the assessment of the evidentiary relevance of individual areas. The practical significance of the results obtained lies in the possibility of using the proposed sequence by heads of preschool educational institutions and education management bodies for the phased selection of technologies, their coordination with personnel processes, the development of employee competencies and the prevention of excessive technological control.