Socialinių mokslų (edukologija) doktorantėKauno technologijos universiteto Ugdymo sistemų katedraK. Donelaičio g. 73, LT-44239 KaunasEl. paštas: jolantan2009@gmail.comStraipsnyje nagrinėjamas mokyklos vadovo lyderystės fenomenas, grindžiamas transformacinės lyderystės teorija. Remiantis mokslinės literatūros analize ir atliktu empiriniu tyrimu analizuojama, ar mokyklos vadovui yra būtina būti mokyklos bendruomenės lyderiu vykstančių švietimo pokyčių kontekste. Taip pat siekiama atskleisti, kaip, mokytojų nuomone, reiškiasi mokyklos vadovo transformacinė lyderystė Lietuvos bendrojo lavinimo mokyklose: ar savo bendruomenėje mokyklos vadovas gali būti transformaciniu lyderiu ir kokios jo transformacinės lyderystės apraiškos pasireiškia stipriausiai.
In recent decades, the neoliberal education policy has been implemented in many countries, by reducing the state’s role in education management. Lithuania is one of the countries which after the restoration of Independence in 1991 and collapse of the Soviet Union has decentralized its education management system by giving more autonomy to schools and local authorities. Education-management reforms, which have already been implemented or are currently being implemented in response to social, economic and political changes in the country, have an impact on relationships between schools. Purpose: This article reports the findings of a study which reviewed education management reforms aimed at increasing school autonomy and their impact on inter-school collaboration and competition. Research Method: This study employs a qualitative research design with semi-structured interviews. Twenty-four elementary and secondary school principals from different regions of Lithuania were interviewed. Findings: The results reveal that a significant influence on relations between schools comes from government decisions which relate to school autonomy, school choice, allocation of funds, school ranking, and the like. Implications: This study generates discussions on the impact of the education management reforms which aim to enhance school autonomy on inter-school relationships. In order to answer that question, a theoretical model of research was developed, including the theoretical basis of school autonomy, collaboration and competition, as well as the characteristics of Lithuanian education governance.
Expectations and requirements for school and school principals have changed a lot during the recent decades. A school principal becomes responsible not only for management of school as an institution (activity planning, organizing, staffing and controlling) but also for motivation of positive microclimate change, development of school as a learning institution, student achievements and etc. Therefore, the transformational leadership asserting in principal activities of school direction determination, concentrating school community for collective activities, building relationships among all members of the school community and etc. is essential for principal, who aims for successful work. School principal's transformational leadership in the context of change process at school can be strengthened, supported or suppressed. The authors in this article determine the barriers that school principal's transformational leadership faces in change process at school. The article consists of three parts: according to the analysis of scientific literature in the first part the barriers of school principal's transformational leadership in separate phases of change are distinguished, in the second part there is the research methodology of principal's transformational leadership expression and its barriers in change process at school presented and in the third part there is given the analysis of the research results.
Transformational leadership is essential for school principals who desire to achieve school success and effectiveness, especially when determining a school’s direction, creating a cohesive school community for collective activities, building relationships among all members of the school community, etc. The purpose of the research was to investigate a school principal’s transformational leadership while implementing organizational changes in a school. A semi-structured interview with principals of eight general education schools in Lithuania was used to collect data. Categories and subcategories were identified in the data from which conclusions were drawn. Within the context of the research, the results suggest that the principals who embrace a transformational leadership during the initiation, implementation and institutionalization of change 1) reveal their personal determination to implement change; 2) express their concern for professional development; 3) demonstrate support for school values and a cohesive school community; 4) fosters achieved results by distributing leadership. Key words: implementation of changes, school principal’s leadership, transformational leadership.
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