Mokyklos vadovo inovacinės veiklos prielaidos : Lietuvos atvejis

LTŠiuolaikinės mokyklos vadovas turi būti vienas iš aktyviausių švietimo kaitos dalyvių, todėl inovatyviai atliekama jo veikla gali sąlygoti sėkmingą ugdymo institucijos veiklą bei jos kaitą. Norint skatinti mokyklos vadovo inovacinę veiklą, taip pat atlikti tokios veiklos raiškos tyrimus įvairaus pobūdžio švietimo institucijose, labai svarbu pirmiausia pagrįsti mokyklos vadovo inovacinės veiklos sampratą bei sandarą. Kita vertus, mokyklos vadovas gali turėti inovacinį potencialą, sąlygojantį inovacinę veiklą, tačiau mokyklos vadovo veikla iš esmės yra reglamentuojama skirtingo lygmens švietimo valdymo struktūrų per įvairaus pobūdžio dokumentus, bet juose gali nebūti prielaidų tokio pobūdžio veiklai atlikti. Todėl straipsnyje siekiama atsakyti į klausimą: kokia mokyklos vadovo inovacinės veiklos esmė bei vieta kitų jo atliekamų veiklų kontekste; kokios prielaidos sudaromos ar ne mokyklos vadovo inovacinei veiklai realizuoti švietimo institucijų ir jų vadovų veiklą reglamentuojančioje įstatyminėje bazėje Lietuvos atveju?. [Iš leidinio]Reikšminiai žodžiai: Mokyklos vadyba; Inovacinė veikla; Mokyklų vadovai; Head-teacher’s activity; Innovative activity; Head-teacher’s innovative activity.

ENThe aim of the article is to identify the premises of head-teacher’s innovative activity in the context of documents of educational institutions, also those regulating head-teacher’s activity. The article consists of three parts: in the first part, rationale is provided for the concept of head-teacher’s innovative activity and its role in the context of other activities; in the second p art, the methodology of research on the premises of head-teacher’s innovative activity is presented; the third part of the article reveals the premises of head-teacher’s innovative activity on the level of documents regulating the activity of educational institutions and their managers. The research on the premises of head-teacher’s innovative activity has been carried out drawing on the methods of document and content analysis. The materials for document analysis may be different communicative documents (handbooks, stories, political speeches, etc.). Thus documents in qualitative research has certain advantages, as documents, especially public, are easily accessible, whereas their analysis may be helpful in identifying the accepted public opinions, tendencies, changes that prevent the researcher from becoming biased. However, using documents has its own drawbacks as documents may be incomplete and fragmentary, which requires a lot of time for analysis (Bitinas, Rupsiene and Zydziunaite, 2008). The precise public external and internal rather than private internal documents have been used for the analysis of the premises of head-teacher’s activity. These documents have been selected because they regulate the activity of public institutions and their managers. The documents have been processed by content analysis which has been carried out with reference of their aim and purpose, drawing on the logical premises in search for typical features and differences.The following conclusions have been made drawing on theoretical and empirical research. Head-teachers’ innovative activity is a purposeful activity of creating innovations and searching for them, encouraging community members to create innovations, search for them and implement them, monitor their implementation with reference to different phases and institutionalising their results. Innovative activity plays an important role with reference to other head-teacher’s activities. At the same time, head-teacher’s innovative activity is one of the most important head-teacher’s activities. Thus the activities of every head-teacher contain the premises for innovative activity and changes in activities determine the need for innovative activity; thus in some sense innovative activity is a superstructure for other activities, all the activities are interrelated and complementary. The results of document analysis show that the premises of head-teacher’s innovative activity are mostly reflected in the following activities: developing work groups targeted at reaching innovative aims of the school; maintaining the relationships with the school council and school community for innovation; making new relationships with stakeholders and maintaining them; empowering innovative cooperation; information dissemination by mechanisms of innovation dissemination among different structural units at schools; improvement of performance by developing human resources; search for new opportunities for school development and systemic improvement; search for new/ innovative spaces for school activity. [From the publication]