Abstract
This article examines the issue of managing school development as a learning organization through the creation and support of school teams. The relevance of this research stems from the need to transition from an administrative-hierarchical management model to a model of collaborative professional development for teachers, based on teamwork, reflection and the analysis of educational practice. The aim of the study is to substantiate the managerial potential of school teams as a mechanism for school development within the framework of a learning organization. The research methodology includes a theoretical analysis of the literature on learning organizations, an analysis of the expert opinions of 666 teachers from general education schools in the Republic of Kazakhstan, as well as the modelling of managerial conditions for the development of school teams. The article clarifies the concept of a ‘school team’ as a professional association of teachers and managers focused on jointly identifying problems, designing solutions, testing pedagogical practices and evaluating results. As a result of the research, a model for managing school development through school teams is proposed, comprising diagnostic, design, activity and reflective-analytical stages. Key management conditions are identified: distributed leadership, a culture of professional trust, regular team reflection, data analysis, methodological support, and the incorporation of teamwork outcomes into the school’s development strategy. It is concluded that school teams can serve as an effective mechanism for shaping the school as a learning organization, provided they are systematically integrated into the management cycle.