Grįžtamojo ryšio švietimo įstaigoje organizavimas kaip būtina sąveikaujančio valdymo prielaida

LTStraipsnyje apibrėžiama vadovo grįžtamojo ryšio samprata, analizuojami veiksniai, darantys įtaką jo efektyvumui, darbuotojų reakcija į vadovų grįžtamąjį ryšį, aptariamos dažniausiai kylančios komunikavimo problemos. Vadovo grįžtamojo ryšio, pedagogų reakcijos į grįžtamąjį ryšį tarpusavio ryšiams įvertinti pateikiami atlikto empirinio tyrimo rezultatai. Atlikus tyrimą nustatytos reikšmingos sąsajos tarp vadovo teikiamo grįžtamojo ryšio ir pedagogų pasitenkinimo grįžtamuoju ryšiu bei motyvacijos pasinaudoti gauta informacija savo darbe. [Iš leidinio]Reikšminiai žodžiai: Grįžtamasis ryšys; Ikimokyklinis ugdymas; Švietimas; Education; Feedback; Preschool education.

ENMuch attention is paid to preschool education in the European Union since high quality preschool education lays the foundation for further development. Lithuania’s legislation sets forth that preschool education must be of good quality. However, there is still no agreement between the public, learners’ parents, education strategy developers, preschool pedagogues, other specialists what preschool education and programmes should be to be called quality. The quality of education depends much on the feedback provided by the stakeholders, learners, their parents, social partners, authorities. Seeking to improve the quality of activity the head of the institution observes the education process in his institution and provides feedback. If the head manages to establish positive relations with the staff and provides feedback directed to their personal and professional development then both, the individual and the institution, win and the needs and expectations of the stakeholders are met. In this article, the feedback concept was defined and the following components of effective feedback were discussed: source reliability, the quality of feedback, the manner it was provided, its content (favourable/ unfavourable), reaction to it. The most frequent reactions were analyzed and an emotional reaction motivating to use the feedback in the future was highlighted. The most common communication problems, how feedback should be formulated to be perceived properly, how a negative content should be provided were also analyzed. An empirical research was carried out in February- March 2015. 139 pedagogues from 11 preschool institutions of Šiauliai city were surveyed. They were asked to rate the feedback provided by 22 heads (11 heads and 11 deputy heads for education) and their reaction to it (satisfaction with the feedback and motivation to use it in the workplace). It was found that the respondents rated the.It was found that the respondents rated the reliability and quality of the provided feedback highest. The respondents rated the feedback provided by the head higher than by the deputy head. They rated the credibility and quality of the feedback as well as its unfavourable content and availability provided by the deputy head higher than by the head. Meaningful correlation between all seven components of the feedback provided by the head and the deputy head was found. Meaningful correlation between the feedback provided by the head and the respondents’ reaction to it was found. The respondents’ motivation to use the feedback provided by the deputy head depended on the quality of that feedback and the manner it was provided as well as its content. The feedback provided by the head and the deputy head and its quality determined the respondents’ satisfaction with it. Favourable feedback gave more satisfaction but motivated the respondents less than unfavourable feedback which gave less satisfaction but motivated more them more. The following conclusions were drawn: 1) Not only the content but also the manner how feedback (especially negative) is provided matters. 2) Feedback should have a direct aim, focus on those aspects that can be improved. 3) Feedback should be supportive, constructive, motivate to make changes, achievements should be emphasised. 4) Feedback should be timely. 5) Good relations, mutual trust, psychological security are very important. [From the publication]