LTMonografija siekiama pradėti kryptingus mokyklų vadovų kompetencijų ugdymo(si) srities mokslinius tyrimus. Monografijos tyrimo paskirtis - orientuoti mokyklų vadovų kompetencijų ugdymą(si) į mokyklos poreikius ir, atvirkščiai, padėti kompetencijų ugdymui(si) atliepti mokykloje vykstančius pokyčius, optimizuojant jo kokybę. Monografijoje pateiktos teorinės įžvalgos dėl mokyklų vadovų kompetencijų ugdymo(si), jų empirinis aprobavimas leidžia užsibrėžti kompetencijų ugdymo(si) optimizavimo galimybes ir jų pagrindu teikti rekomendacijas kompetencijų ugdymo(si) bei mokyklos tobulinimo praktikai. [Anotacija knygoje]Reikšminiai žodžiai: Mokyklų vadovai; Kompetencijų ugdymas; Ugdymo organizavimas; Švietimo vadyba; Švietimo vadybos paradigmos; Vadovavimo modeliai; School principals; Competence development; Organization of education; Educational management; Educational management paradigms; Leadership models.
ENModern education management conceptions regard school leadership as key dominant of successful school activity. Scientific researches disclose the links between leadership and school results. Various methodological approaches can be identified. [...] In the monograph it is complied with the provision, that in "paradigm of change" the deep changes of school have become relevant - school is obliged to promote its own improvement, i.e. become a learning organization, which is able to redesign itself and is capable of inventing own new models in response to external changes. In such a context school leadership undergoes transformation. New roles of school heads presuppose appropriate fields of activities and functions. The activity of school heads is analyzed in various aspects in Lithuanian and foreign scientific literature: school heads roles in organization, school heads functions and responsibilities, leadership styles, leadership models. The concept of leadership models as a methodological approach to the analysis of school heads practical activity is especially important in the context of continuous education change, because it allows disclosing the impact of leadership on school processes. [...]. [Extract, p. 283-284]