The modernization of preschool education requires the introduction of innovative management approaches aimed at ensuring sustainable quality development. One of the most effective mechanisms for achieving this goal is the implementation of a Quality Management System (QMS). However, the successful introduction of QMS in preschool education institutions is not limited to organizational and administrative reforms; it largely depends on psychological conditions within the institution. This article examines the psychological prerequisites necessary for the effective implementation of a QMS in preschool settings. It analyzes theoretical and empirical research related to quality management in education, organizational psychology, leadership, motivation, and professional development of educators. The study highlights the importance of psychological readiness, organizational culture, leadership style, staff motivation, emotional climate, and resistance to change as key determinants of successful quality management. The findings suggest that without favorable psychological conditions, even well-designed quality systems may fail to achieve their intended outcomes. Therefore, integrating psychological support mechanisms into QMS implementation strategies is essential for improving institutional effectiveness and educational outcomes in preschool organizations.

The modernization of preschool education requires the introduction of innovative management approaches aimed at ensuring sustainable quality development. One of the most effective mechanisms for achieving this goal is the implementation of a Quality Management System (QMS). However, the successful introduction of QMS in preschool education institutions is not limited to organizational and administrative reforms; it largely depends on psychological conditions within the institution. This article examines the psychological prerequisites necessary for the effective implementation of a QMS in preschool settings. It analyzes theoretical and empirical research related to quality management in education, organizational psychology, leadership, motivation, and professional development of educators. The study highlights the importance of psychological readiness, organizational culture, leadership style, staff motivation, emotional climate, and resistance to change as key determinants of successful quality management. The findings suggest that without favorable psychological conditions, even well-designed quality systems may fail to achieve their intended outcomes. Therefore, integrating psychological support mechanisms into QMS implementation strategies is essential for improving institutional effectiveness and educational outcomes in preschool organizations.