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The article highlights the peculiarities of models of education systems management in the EU and Ukraine. It has been proved that effectiveness of the education process is determined by managerial culture, which characterizes a manager's professional image. Special attention has been paid to finding the right balance between centralization and decentralization, national goals and regional or local interests. It has been emphasized that this balance should take into account the features of each country, region. It has been found out that centralized education management systems in some countries and decentralized ones in others are preserved due to specifics of the national traditions. It has been revealed that these two models of management have tendencies for convergence. The relationship between the model of education management and a teacher's pedagogical style has been investigated. It has been emphasized that a managerial component should be transformed into professional and personal qualities. It has been stated that education managers' quality is considered to be a priority for the countries-participants of the Bologna process, including Ukraine, as it is taken into account as a leading condition for establishing trust, correlation, mobility, comparability and attractiveness. It has been noted that education managers' training is associated with a complex of direct and remote psychological and pedagogical problems arising under the influence of scientific and technological transformations: a person's employment, their intellectual development, biophysical state. It has been revealed that the management model development does not correspond to the level of the management object development in all EU countries. In this context, the fact should be taken into account that in the EU countries there are processes of transformation of national thinking in continental one, which somehow diminishes the traditional cult of the nation. [ABSTRACT FROM AUTHOR]