Vadovo veiklos funkcijų raiškos tyrimas mokyklos kaitos kontekste

LTStraipsnyje pateikiama vadovo veiklos funkcijų analizė, remiantis nagrinėta moksline literatūra bei atliktu tyrimu. Pateikiami požiūriai į dabartinį mokyklos reformos etapą, kaitos proceso vertinimai, siejant kaitą su veiksmingu vadovavimu bei vadybinių žinių taikymu edukaciniame procese. Nagrinėjama kaita pirmiausia siejama su naujais elgesio būdais, siekiant keisti mąstymą, po to organizacinę struktūrą, bei mokymo medžiagą. Atskleidžiamas vadovo veiklos funkcijose matyti tokių funkcijų raišką kaip: vizijos ugdymas drauge su darbuotojais, besimokančios organizacijos kūrimas, skatinamojo vadovavimo pasireiškimas. Išryškinama, kad vadovo veiklos efektyvumą kaitoje lemia: kompetencijos tobulinimas, geras išsilavinimas, efektyvi komunikacija, organizacijos lūkesčių identifikavimas, atmetant tokias kategorijas, kaip lytis ar amžius. Tyrimo rezultatai patvirtina nuostatas apie naująjį vadovavimą: vadovavimo galimybių yra daug, jos pasiekiamos daugeliui. Atlikto vadovo veiklos funkcijų mokyklos kaitos kontekste tyrimo rezultatai parodo, kad Lietuvos mokyklų vadovai, nors ir veikdami autokratiniais metodais, nebūdami pakankamai lankstūs, pripažįsta bei remiasi savo veikloje naujosiomis vadovo veiklos funkcijomis, iššauktomis kaitos proceso iššūkių. Naujųjų funkcijų taikymas sąlygotas ir mokyklos bendruomenės poreikių. [Iš leidinio]Reikšminiai žodžiai: Bendruomenė; Kaita; Lyderystė; Mokykla; Pokyčiai; Vadovavimas; Vadovavimo ypatumai; Change; Changes; Community; Leadership; Peculiarities of leadership; School.

ENConstant change in all areas of life has become one of the main characteristics of a postmodern society. Both the society and the educational institutions are constantly trying to achieve the improvement of educational quality. Relations between change and education are complicated due to the fact that education is a conservative social institution in its very origin. It is determined by its main functions - to pass the experience of the mankind, to foster culture and traditions thus helping the young generation in the process of socializing. So, traditionally the school aims at keeping status quo. On the other hand, in order to survive the school has to change. Qualitative changes are observed in the pedagogical system and quantitative changes in the structure of education system. In Lithuania educational changes became distinct after 1991, in connection with the changing political and economical conditions, which requires adequate changes in the relationship between the leader, other members and the quality of school. Attempts to implement the changes of one kind or other are related to school manager-leader. The thesis research aim is analyzing of leadership styles in the context of changes at school. Goals of the research are: to base the peculiarities of the change process, which influence educational institutions; to substantiate the difference between the traditional point of view to the leadership and requirements of the context of change; to research different points of view to leadership. To elucidate new functions of the leader in the context of change; to clear up the characteristics of the leader that help to lead the changes better. Objects of the research - is identification of the functions of the director, as a leader, in the educational institution in the context of change.Qualitative theory, situational theory, the theory of the path to objective (objectiveorientated theory) and universal leadership theory, all analyze the phenomenon of leadership. Though they produce different attitudes towards leadership, still one can find many similarities and analogies in them, markedly widening the limits of the perception of the phenomenon of leadership. One of the basis of the qualitative theory, interaction theory, universal theory and theory of charisma, the main elements, characterizing the leadership in secondary school, are defined. They are: leadership styles - autocratic style, participatory style, "free-rein" style, leader’s orientation towards the aims, leader’s qualities - self-confidence, flexibility, ability to empower other people, effective and masterful communication, achievement motive or motivation for success. For the broader understanding of the manifestation of the leadership of the manager of secondary school it is important to define many other leader’s qualities – preparation to lead, the leadership effectiveness, attitude towards organizational policy, work in command, positive attitude towards variety, technology and cultural values. Analysis of the research results led to the following conclusions: important challenges are directed to all school community; educational leaders of the second link take the most important part in the context of change; leaders transformation from the traditional leader - administrator to the leader - manager of the institution and community; an organization is obligated to look for a charismatic, flexible leader, who can empower other people; leading success is predetermined by many factors, including personality traits, leading styles, ability to understand specific organization needs and, according to them, to initiate and launch changes. [From the publication]