The aim of the article is to present the insights of carried survey on evaluating the level of significance of managerial competencies in comprehensive schools in Lithuania. The approach that head teachers' managerial competency highly influences the process of education and is one of the most important factors ensuring efficiency of school activities such as educational policy and strategic planning, educational process, management of human, material and financial resources has been followed. Researcher self-made questionnaire for expert evaluation was used to measure competency components. In the paper the author presents main results of one part of the research related to school leader's competencies in management area, which was divided into five spheres: strategic institution management, teaching and learning process administration, managing human resource development, ensuring and managing structure, processes and resources of institution, strategic partnership and collaboration. Each of the spheres comprises different items -competences a successful headmaster should dispose. The significance, specified as the most important, was assessed by ranking procedure. The Kendall coefficient of concordance has been used to assess the agreement among raters for every ranked question. The results revealed that the most significant head teachers' competencies which highly influence the results of school activity areas are the abilities to form the strategic direction and implement effective staff policy, strengthen the attitude of school community that each student can reach a success in the learning process, organize conducive conditions for professional staff development, administer property and allocations, collaborate with parents, foster-parents or guardians.
Anotacija. Straipsnyje pristatomi tyrimo rezultatai apie bendrojo ugdymo mokyklų vadovų vadybinių kompetencijų reikšmingumą ir jų ekspertinį vertinimą. Remiantis švietimo srities ekspertų apklausa, straipsnyje atskleidžiamos mokyklų vadovų bendrosios ir vadovavimo sričių kompetencijų ypatybės bei jų sąsajos su sėkminga mokyklos veikla, įtaka bei svarba ugdymo(si) proceso rezultatams. Esminiai žodžiai: bendrojo ugdymo mokyklų vadovai, vadybinės kompetencijos, ekspertinis vertinimas. ĮvadasAktualumas. Šiuolaikiniame žinių ir informacijos pasaulyje, vykstant globalizacijos procesui, Lietuvos švietimo integracija į Europos Sąjungos (ES) švietimo erdvę kelia naujus reikalavimus mokyklų vadovams. Vadovų vadybinis profesionalumas tampa viena aktualiausių problemų. Mokyklų vadovų funkcijos ir atsakomybė išplečiama, kinta tradiciniai vadovų vaidmenys bei nuolat auga vadybos kokybės reikalavimai, kurie tiesiogiai ir netiesiogiai daro įtaką mokyklos organizacijos veiklai (Melnikova, 2014). Įgyvendinant Lietuvos Respublikos švietimo įstatymą (2011), reikalavimai mokyklos vadovų kompetencijai didėja, akcentuojama kompetentinga, racionali, demokratiniais principais grįsta vadyba. Valstybinėje švietimo 2013-2022 metų strategijoje (2013) teigiama, kad turi būti kuriama veiksminga ir darni, atsakingu valdymu, tikslingu finansavimu ir racionaliu iš-teklių naudojimu pagrįsta švietimo sistema, puoselėjama į švietimo tobulinimą orientuota vadybos kultūra. Vadovavimas švietimo įstaigai įgauna svarbą ne tik įstaigos prestižui,
This article presents transformation of social research practice in the change of methodological approach and traditions. The researcher faces a dilemma whether ethnography should be considered as methodology, research method or epistemology. It has been claimed that contemporary ethnography is collated with dialogues between cultures and interpreting them as a part of creative process of producing a narrative or a construct in conducting scientific research and carrying out an experiment that are not restrained by any disciplines. Thus, a retrospective insight into the background of ethnography and its characteristics intrinsic to ethnography in or of education unfolds interactional ethnography as an epistemology or a way of knowing and research philosophy that is distinguished by recursive, iterative and abductive logic, not a predefined set of steps or fieldwork methods. SaNTrauKa Šiame straipsnyje aptariama, kaip, kintant metodologinėms tyrimų prieigoms bei tradicijoms, transformuojasi socialinių tyrimų praktika, bei keliamas dileminis klausimas: kas yra etnografija-metodologija ar epistemologija. Teigiama, kad šiuolaikinė etnografija yra dialogas tarp kultūrų, jų interpretavimas, kūrybinis procesas, pasakojimas, konstruktas, mokslinis tyrimas ir eksperimentas, kurio neįstengia suvaržyti disciplinos. Tad būtina pažvelgti į etnografinio tyrimo atsiradimo ištakas bei charakteristikas, būdingas edukologijos mokslo kontekste, pristatančias interakcinę etnografiją kaip epistemologiją, t. y. pažinimo būdą arba tyrimo filosofiją, pasižyminčią rekursyvia, ineraktyvia ir abduktyvia logika, bet ne iš anksto apibrėžtais žingsniais ar tyrimo lauko metodais.
After the collapse of the Soviet Union and restored Independence of Lithuania post-soviet countries faced with inevitable transformations in educational management. The article presents school management changes and overlooks Lithuanian school management development and its tendencies after becoming an independent state in the context of educational management paradigm shift. It also unfolds the changing roles and functions of school principals in the alternations of political ideologies. Scientific literature unfolds exclusive role of school principals in the process of educational management transformation. The article is based on the principles of paradigm shift and systematic approach on management. AnotacijaPo Sovietų Sąjungos griūties, atkūrus Nepriklausomybę, posovietinėse valstybėse vyko sparti švietimo vadybos transformacija. Straipsnyje siekta aprašyti mokyklų valdymo kaitą švietimo vadybos paradigmų virsmo kontekste bei pateikti Lietuvos mokyklų vadybos raidą ir tendencijas atkūrus Nepriklausomybę. Aptariamas kintantis mokyklos vadovo vaidmuo ir atliekamos funkcijos, keičiantis politinėms ideologijoms. Mokslinės literatūros analizė išryškina ypatingą mokyklos vadovo vaidmenį švietimo vadybos transformacijos procese. Straipsnyje laikomasi paradigmų kaitos teorijos nuostatų, sisteminio požiūrio į vadybą. PAGRINDINIAI ŽODŽIAI: mokyklų vadovai, vadyba, valdymas, švietimo vadybos paradigmos, švietimo kaita.
This article presents basic insights on the concept of identity unfolding the dichotomy of viewpoints on this social construct. The concept can be researched following logical, ontological, or epistemic perspectives. From the historic point of view identity retrieval was associated with the restructuration process of society that continued from the epochs of Renaissance and Enlightenment and has been emphasized in modern and postmodern changes. It should be noted that scientific debates highlight the dichotomy between two approaches to identity. The issue stands in regard to what degree and whether identities have been constructed by the individual who is independent to choose a set of identities (Kant) or the degree to which the identities have been determined culturally and individually (Hegel).The variety of notions has made a proposition that identity is interrelated with social interaction which highly influences individual’s conceptualization of selfness and otherness. Thus, the conclusion that identity is socially constructed can be drawn after thorough literature review. What is more, identity can be negotiated through interactions between individuals that result in identity change, determination, defense or maintenance. The multiplicity of scientific approaches to identity proves the importance and actuality of debates on identity issues involving different viewpoints and argumentation concerning issues in educational sciences.
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