School leadership and educational effectiveness

Želvys, Rimantas; Dukynaitė, Rita; Vaitekaitis, Jogaila; Jakaitienė, Audronė

doi:10.30924/mjcmi.24.si.2

Cited by 5 publications

(1 citation statement)

References 30 publications

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“…For a teacher whose activity is focused on the education of others, society is increasingly demanding more and more from him or her in terms of professionalism, effectiveness, personal qualities and other aspects. Researchers [9] note that the professional development of teachers should be seen as a lifelong process, which should be considered in its organisation and funding. For without a well-developed education system that is accessible to all, and without professional participants in this system, there can be no welfare state.…”

Section: Introductionmentioning

confidence: 99%

Reflecting on biography as a factor in teachers’ self-development towards a welfare state

Zemaitaityte,

Pauriene

2024

SHS Web Conf.

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It is now widely recognised that the creation of a welfare state requires a sustained focus on one of the key drivers of educational change, schooling and, by extension, societal improvement: educators, who are expected to produce young people capable of participating actively and productively in change. The purpose of this work is to reveal the teacher’s attitude by reflecting on their biographies and the lived vocation to become a teacher, developing competences and participating in the process of educational change and creating a welfare state. The study used a biographical research. Qualitative research was conducted using narrative interviews. Fourteen participants took part in the study. The research instrument chosen was the biographical narrative interview. The research revealed that the choice of the teaching profession and the perception of vocation are triggered by biographical circumstances. The pedagogical potency and childhood interests in certain activities, as well as the awareness of one’s own needs, become the basis for the further development of abilities and skills. When an individual chooses a profession because of a vocation, it is as if there is a need for constant self-reflection on the part of the educator, which leads to the need for continuous development. By improving themselves, the educators also actively contribute to the change of the education system. Therefore, by educating the younger generation and constantly reflecting on their own experiences, educators actively contribute to social justice, changes in the country’s well-being, and thus to the creation of a welfare state.

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Section: Introductionmentioning

confidence: 99%

Reflecting on biography as a factor in teachers’ self-development towards a welfare state

Zemaitaityte,

Pauriene

2024

SHS Web Conf.

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Associations Between Global Competence and Right-Leaning Population: Evidence From PISA 2018 and European Social Survey

Vaitekaitis

Stumbrienė²

2022

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This study explores the relationship between 15-year-olds results in the PISA 2018 assessment of global competence and citizens’ political views. In particular, we look at the correlations of 18 EU nation-states citizens’ political preferences (right-leaning) and students’ non-cognitive skills, attitudes, and values. Data from the OECDs’ PISA global competence and European Social Survey for the year 2018 were used. After the analysis, it can be presumed that the higher share of the right-leaning population in the country is associated with lower students’ global competencies.

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The Managerial Experience and Postgraduate University Training of School Principals: A Comparison of Two Post-Socialist Countries Using TIMSS 2015 and PIRLS 2016 Data

Želvys

Esenova

Rakhymberdiyeva

2019

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Contemporary research on education policies and practices of post-socialist countries is not expansive. According to our understanding, there are at least several reasons for a rather limited interest of researchers. There is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-EU countries. One of the possibilities of conducting comparative studies is the usage of international large-scale assessments (ILSAs). The aim of our study was to highlight the different attitudes toward the training of school principals in Lithuania and Kazakhstan on the basis of a secondary analysis of TIMSS 2015 and PISA 2016 data. Results indicate that there are essential differences between the two countries. The percentage of students in schools where Lithuanian school principals have undergone postgraduate university training exceed the percentage of students in Kazakhstani schools 4 to 5 times. Lithuanian school principals also have, on average, 1.5 times longer professional experience than Kazakhstani school principals. However, data of TIMSS 2015 and PIRLS 2016 show no direct relationship between the level of education and work experience of school principals and student achievement. We assume that higher professionalism and experience of school principals may contribute to the efficiency of school management, while the effectiveness of student learning may be determined by a variety of other factors.

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School leadership and educational effectiveness

Cited by 5 publications

References 30 publications

Reflecting on biography as a factor in teachers’ self-development towards a welfare state

Reflecting on biography as a factor in teachers’ self-development towards a welfare state

Associations Between Global Competence and Right-Leaning Population: Evidence From PISA 2018 and European Social Survey

The Managerial Experience and Postgraduate University Training of School Principals: A Comparison of Two Post-Socialist Countries Using TIMSS 2015 and PIRLS 2016 Data

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