Edukacinių novacijų diegimas šiandieninėje bendrojo lavinimo mokykloje : vadybinis aspektas

LTStraipsnyje analizuojama bendrojo lavinimo mokyklų vadovų vaidmuo diegiant edukacines novacijas ir jų veiklos ypatybės. Išanalizuoti mokytojų edukacinės novacinės veiklos motyvai. Atskleista mokytojų pasipriešinimo edukacinių novacijų diegimui raiška ir priežastys. Aptartos sėkmingo edukacinių novacijų valdymo sąlygos ir galimybės šiandieninėje bendrojo lavinimo mokykloje. [Iš leidinio]Reikšminiai žodžiai: Edukacinių novacijų diegimo strategijos; Edukacinė novacija; Novacijų diegimo rizika; Pokyčiai; Valdymas; Changes; Education novation; Educational novation; Exshanges; Management; Risks of innovation implementation; The risk of novations impementation; The strategy of implementing educational innovations; The strategyes of implementation of education novations.

ENThe role of heads of general education schools in the implementation of education novations and the peculiarities of their activity are analysed in the article. The expression and reasons of the opposition of teacher for the implementation of inovation novation were opened. The teachers' motives of education novation activity were analysed. It was also discussed the conditions and opportunities of successful management of education novations in nowdays general education school. The done empirical analysis allowed making such conclusions: By the opinion of most of teachers the changes at schools are not very often or are not enough because of not clear and not consistent strategy of novation implementation that is done by the heads and also because of not enough appreciation of teachers as equel partners in the education novations implementation. The heads evaluate the abilities of taking part in the novation implementation especially negative of teachers that have lower qualification category and less pedagogic experience. Only less than half of teachers that took part in the investigation are not afraid of difficulties and do the changes in their schools very hardily. The larger part of heads acknowledges their hesitation and fear doing changes. The negative and opposition of teachers are considered as the essential problem in the education novation implementation. The most of heads of general education schools that took part in the investigation belong to the group so called "rational innovators", that implement the innovations intentionally and avoid the unnotices risk related to innovation activity. [From the publication]It was estimated the risk degree of innovation implementation depends on the age of the head (g-0,6; p-0,00001). Most of the heads of preschool institutions that took part in the investigation, initiating the innovation activity, follow the "rational/empiric" and "normative/ rehabilitating" strategies of innovation education implementation. The choice of the strategy is conditioned not by the work experience or qualification gained but the personality of the head. The complaints about the changes are usually expressed by the teachers communicating with colleagues and while the informal talks at school. Less that half of teachers that took part in investigation are set to tell their complaints publicity. By the opinion of heads the opposition of teachers about the education novation implementation is conditioned factors related to the personality of the teachers. It is the danger of indetermination of the future; the risk fear; too narrow point of view to the problem, disability to identify the problem; the non-acceptance of the criticism; the priority to evaluate but not generate the ideas. Teachers different that heads pointed these main reasons of the opposition of teachers to the education innovation: danger of indetermination of the future; lack of the support from the heads; not flexible strategies; lack of right information. [From the publication]