Mokyklos valdymo kaitos veiksniai ir kryptys

LTDaugelis pokyčių, įvykusių visuomenės gyvenime, iš esmės pakeitė požiūrį į mokyklos, kaip ugdymo institucijos, paskirtį. Šiandien manoma, kad mokykla privalo ne tik perteikti mokiniui tautinės ir etninės kultūros pagrindus, patirtį, išugdyti kiekvieno jaunuolio vertybines orientacijas, bet „vis dažniau tikimasi, kad mokykla turi kompensuoti visuomenės ir šeimos modelio pokyčių poveikį vaikams" [31, p. 18]. Stengdamasis patenkinti tokius reikalavimus, mokyklos vadovas turi lanksčiai dalyvauti švietimo paslaugų konkurencinėje rinkoje, ieškoti prielaidų keisti mokyklos valdymą, efektyviau naudodamasis turimomis galiomis ir valdžia, nuolatos tobulinti vadybinius gebėjimus ir siekti lyderystės. Straipsnyje nagrinėjami mokyklos valdymo kaitos veiksniai ir kryptys. [Iš leidinio]Reikšminiai žodžiai: Valdymas; Kaita; Mokyklos valdymas; Vadovavimas; Lyderystė; Valdžia; Galia; Management; Change; School management; Leadership; Power; Authority; Self-governance.

ENChanges in the life of society radically transform the understanding of the mission of the school as an educational institution. Contemporary society expects from it more than implementation of educational aims. A school must impart on pupils not only national and ethnic cultural basics, acquire true worth of every student, but also to "compensate the changed impact of society and shifted family pattern on children" (Senge et al. 2008, p.18). Striving to meet these demands the school principal must flexible participate in educational service market, think of redesigning the traditional management model, use power and authority effectively, continually improve management competences and leadership. Eventually, there is a big shift in the school management paradigm as education is considered to be a part of the service sector and the school management itself becomes consumer goods having its qualitative and quantities parameters and is valued by the society in the educational market. For this reason a school principal should use not only his formal powers but also informal authority on the school executives seeking to satisfy the needs of the whole community. He must stimulate executives' interests, motivate their actions, give an incentive to cooperation and involve them in to the decision making. Educational changes increased and expanded the field of a school leader's activity, but reduced the operation of the formal power. More and more decisions are made in the cooperation with the self-government bodies. Educational management is effected by many political, economical, social, technological and educational factors. Political acts and decisions bring to schools new situation, which is not always understood by the school community.Globalization also effects the school management, because principals have possibility to take part in different international projects, in which they can raise their professional level in cooperation with the colleagues aboard, adopting new management models and concepts. Globalization brings new challenges in managing finance, because international funds and organizations can suggest financial support for improving school building and supplying it with the modern equipments. To cope with the changes the school principal needs to be not only the manager but also the leader of his organization. School management is effected by the changes in the shift of the family life. The parents do not want to be active participants in the school life , they are unwilling to take part in the school activity, but on the other hand, they became demanding clients and want their children to get qualitative education. Pupils' attitude has changed not only towards the education but also towards the school itself. The school now became one of the many sources where the pupils can get the information - the respect to the teachers has also changed. For this reason the school principal has to put more significance for fulfilling his social function and take more time and attention for being negotiator between his students, teachers and their parents, solving different problems, concerning pupils' behavior, feeding, transportation, maintenance, health care and other things. Especially big changes in the sphere of educational management occurred with the use of computers. From the technical point of view, using various computer programmers in the school management became easier for the school leader to work, but on the other side, the work demands more time not only for mastering the technique, programmers, but also for using them.The meaning of the working hours expanded and the working place became rather mobile, because the principal can perform his functions at any time and in any place as only he has a computer and internet. Educational changes in the sphere of the teaching process bring in stability and unsafe situation in the school management. In this article it is analyzed school management change factors and tendencies. [From the publication]