CHARACTERISTICS OF RESOURCE PROVISION'S ROLE IN THE PERSONNEL MANAGEMENT SYSTEM OF A PRESCHOOL EDUCATION INSTITUTION

<jats:p>The purpose of the study is to deepen the theoretical understanding of the role of resource provision in the personnel management system of a preschool education institution and to substantiate the relationship between resource sufficiency, accessibility, timeliness and balance and the effectiveness of personnel processes. The object of the study is the process of forming, allocating and using resources that make it possible to perform personnel management functions in a preschool education institution. The methodological basis combines systemic, structural-functional and process approaches with thematic coding, analysis and synthesis, classification and cause-and-effect modelling. For quantitative synthesis, an authorial binary matrix of seven resource categories and eight key personnel management functions was constructed. The article substantiates that resource provision should be treated as an integrated management component that combines human, financial, material and technical, informational, organizational-methodological, time and socio-psychological resources. It is established that the managerial value of resources is determined by their actual ability to support recruitment, adaptation, workload allocation, professional development, motivation, internal communication, performance support and staff retention. The authorial matrix contains 38 active resource-function links out of 56 possible links, which corresponds to an overall density of 67.9%. Informational, organizational-methodological and time resources directly cover all eight personnel functions, or 100% each; human and socio-psychological resources cover five functions each, or 62.5%; financial resources cover three functions, or 37.5%; and material and technical resources directly cover one function, or 12.5%. These percentages characterize structural breadth of direct activation in the proposed model rather than the relative importance of the resource categories. The specificity of a preschool education institution is revealed through the continuity of child supervision, safety requirements, the emotional intensity of educational work, limited possibilities for rapid staff replacement and the constant combination of pedagogical and organizational tasks.</jats:p>