Lietuvos ugdymo įstaigų vadovų vadybinės veiklos sritys nuolatinės švietimo kaitos sąlygomis
LTStraipsnyje analizuojami ugdymo įstaigų vadovo vadybines veiklos aspektai nuolatinės Švietimo kaitos sąlygomis. Teoriškai apibūdinamos vadovų funkcijos bei atsakomybes organizacijoje. Empirinio tyrimo būdu siekiama išryškinti prioritetines Lietuvos ugdymo įstaigų vadovų vadybinės veiklos sritis, atskleisti vadovų funkcijas bei nustatyti problemines vietas. Teorinės analizės bei tyrimo duomenų pagrindu pateiktos ugdymo įstaigų vadovų vadovavimo kaitos tendencijos.
ENIn the beginning of XXI century - in the era of post-modern - modem society and modern organizations should be oriented on continuous change. Education is not an exemption. Today's school is experiencing the continuous change as well. So the role of the school leader (school head) has changed. Today's school leader is not simply an administrator, responsible for pursuing the delegated responsibilities; he/she gains the new role of leader, manager, entrepreneur, etc. That is why school heads are required to re-estimate their activity, aims and objectives, methods and ways in order to match them to the demands of their organization as well as modern society. As Lithuanian school heads are considering the pedagogical activity as the prior their responsibility, it could be presupposed that school heads regard their management activity as less systemic and clear. So the question arises: what are the prior school heads' responsibilities in the period of continuous education change. The empiric research was specifically sought to answer this question. The aim of the research - to determine the spheres of school heads management activity in the period of continuous education change. The objectives of the research: to analyse theoretically the functions and responsibilities of school heads; to highlight the prior spheres of school heads management activity as well as to determine their functions and to disclose the problematic aspects of school heads activity. The methods of the research: analysis of scientific literature; survey in a written form, statistical data analysis. The findings of the research Education management specialists have long known intuitively that school leadership makes a difference on the overall school effectiveness.Many early studies on school effectiveness, for example Stogdill, 1974; Hersey& Blanchard, 1982; Seilius, 1998; Bass, 1990; Bums, 1978, etc., reported that leadership, or specific leadership features, were one of several defining characteristics of successful schools. In this regard, balanced leadership framework, elaborated by Waters, Morzano, McNulty, and stands apart from previous advice for school leaders. First of all, because it is based on longitude research results, second of all, because it is grounded on the principles of management of change in education. On the basis of balanced leadership conception the functions and responsibilities of today's school heads were disclosed. The findings of the research: For first order changes, the practices —organizing and assessing of the education process — may be all that is needed from leadership for successful implementation. However, for second order changes, these practices will be insufficient to fulfil this responsibility. Second order changes require leaders to work far more deeply with staff and the community. It is possible that second order changes will disrupt cooperation, a sense of wellbeing, and cohesion. Second order changes may confront group identities, change working relationships, challenge expertise and competencies, and throw people into stages of "conscious incompetence," none of which is conducive to cooperation, cohesion, and a sense of well-being. In these cases, establishing agreement on the purposes of schooling and the proposed changes, along with a truly shared vision of possibilities, will be essential if cooperation among staff, a sense of wellbeing, and cohesion are to be maintained, or re-established, as the change is being implemented.
