Teachers’ and School Heads’ Position About the Changes and Prospects of the Development of Leadership in General Education School

Gumuliauskienė, Aušrinė; Vaičiūnienė, Asta

doi:10.17770/sie2019vol2.3825

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Lietuvoje atliekama nemažai empirinių tyrimų, analizuojančių švietimo įstaigų vadovų savybes ir jų veiklą: Gumuliauskienė ir Vaičiūnienė (2015, 2019 tyrinėjo bendrojo ugdymo mokyklų vadovų ir pedagogų lyderystės klausimus, jos raiškos ir raidos tendencijas. Malinauskienė ir Augienė (2010) taip pat akcentavo mokyklos vadovų kaip lyderių savybių raiškos ypatumus; Mečkauskienė ir Želvys (2012) tyrė mokyklų vadovų požiūrį į švietimo sisteminius pokyčius; Pečiulienė (2013) tyrinėjo lyderystę kaip švietimo organizacijos efektyvaus valdymo prielaidas; Kontautienė ir Melnikova (2007) analizavo mokyklų vadovų kompetencijas nuolatinės švietimo kaitos kontekste; Melnikova (2011Melnikova ( , 2014Melnikova ( , 2018 domėjosi mokyklų vadovų kompetencijų ugdymo(si) sisteminiu požiūriu bei vadovų kompetencijų ugdymo galimybėmis švietimo vadybos paradigmų virsmo kontekste.…”

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The Evaluation of Managerial Activity of Education Institution Managers

Padgurskytė

Malinauskienė

2020

SPVK/EPMQ

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Activity evaluation questions of education institution managers have been and are the focus of attention of education policy strategists not for one year already. Seeking concrete changes in Lithuanian education system, quite a lot of political decisions were legislated in the latter years, which became very important for the education institution managers’ activity and its evaluation. This increased not only delegated responsibilities for the managers, but also foresaw bigger accountability for every year cadence. A written survey was carried out for the data collection of the managerial activity evaluation of the managers. 11 education institution managers from Vilnius, Šiauliai, Panevėžys districts, who work in general education schools and pre-school education institutions, participated in the research. The respondents differ in the aspect of gender and age, have different managerial work experience according to length. Since every manager’s experience was analysed as an individual case, their demographic characteristics did not have influence on the results. A carried out qualitative data content analysis allows asserting that the respondents justify school community expectations, which are to see managers – leaders, who evaluate their managerial activity as successful. However, there happen to be difficulties in the activity of managers as well. Prior to becoming an education institution manager, many of them face competency assessment difficulties, which is a national problem in education sector, requiring clearer decisions for many years. Being an education institution manager, one has also to face internal, external and personal difficulties: lack of bilateral trust, lack of managerial experience, managerial stereotypes, community split and other mentoring activities, which are not the primary functions of a manager, however, become an inseparable part of manager’s activity. Keywords: education institution, education institution manager, managerial activity evaluation.

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The Evaluation of Managerial Activity of Education Institution Managers

Padgurskytė

Malinauskienė

2020

SPVK/EPMQ

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“…Damkuvienė, Valuckienė, Balčiūnas and Petukienė (2019) show the connections between international mobility activity and leadership, focusing on the Erasmus+ Programme. The research work conducted by Gumuliauskienė and Vaičiūnienė (2019) emphasises the problem of the leadership development of school heads and teacher leadership. Atkočiūnienė, Siudikienė and Girnienė (2019) show the role of leaders in organising the process of knowledge management and the creation of innovation.…”

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Leadership by Progymnasium Teachers in Organising the Educational Process

Žukauskienė,

Labanauskas

2023

Regional Formation and Development Studies

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The problem of leadership by progymnasium teachers in organising the educational process is analysed in this article. In Lithuania, a progymnasium is an educational institution providing a general education (forms 1 to 8) functioning as an intermediate link between an elementary school and a gymnasium. Quantitative research was conducted with the participation of 120 progymnasium teachers. The assessment of teacher leadership in organising the educational process was based on an SLII situational leadership model (Blanchard, 1985). The research revealed that in organising the educational process, teachers apply different leadership strategies: they provide gifted pupils with the possibility to take responsibility for carrying out a task; they praise and encourage pupils to express their opinions; they carry out tasks without direction; they allow pupils to make their own decisions on how a task will be carried out; they provide feedback, etc. In the organisation of the educational process, teachers tend to apply coaching, supporting and delegating styles of situational leadership. In order to organise the educational process more effectively, the examples of teachers-leaders in creating common educational scenarios and trying out innovative methods, mentoring couples, group supervision, and the creation of learning organisation at progymnasium, could be helpful.

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Teachers’ and School Heads’ Position About the Changes and Prospects of the Development of Leadership in General Education School

Cited by 2 publications

References 2 publications

The Evaluation of Managerial Activity of Education Institution Managers

The Evaluation of Managerial Activity of Education Institution Managers

Leadership by Progymnasium Teachers in Organising the Educational Process

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