Straipsnyje aptariama bendrojo ugdymo mokyklų nuotolinio mokymo organizavimo patirtis per karantiną (2020-03-16–2020-05-29). Aptariami 2020 m. birželio mėn. pabaigoje vykdyto kokybinio tyrimo taikant sutelktųjų grupių diskusijos metodą rezultatai. Empiriniai tyrimo duomenys apdoroti taikant indukcinį tematinės analizės metodą. Nustatyta, kad mokykloms kilo iššūkių, susijusių su IT sprendimų nuotoliniam mokymui(si) trūkumu ir ugdymo proceso dalyvių pasirengimu nuotoliniam mokymui(si); taip pat buvo atskleisti nacionalinio ir regioninio lygmens institucijų vaidmenys organizuojant nuotolinį mokymą(si).

The self-evaluation of the quality of activities in general education schools in Lithuania was started in 2002. A number of scientific studies have been carried out during the process of design and application of quality self-evaluation tools; however, research showed that the essence of quality self-evaluation processes was not always understood. Meanwhile, there are examples of good practice in Lithuania that have been identified with an external quality evaluation of the schools. Therefore, this article addresses to the problem of the factors that determine the success of self-evaluation of quality in general education schools. The article is based on a case study strategy. Classical and content analysis methods were used to process the research data. The study concludes that the key factors of the success of quality self-evaluation in schools consist of a well-organized self-evaluation process, timely use of self-evaluation data, and an impact on organizational development in response to change challenges. Factors identified with the study are related to clear management decisions related to planning, responsible involvement of all community members, and integration of internal processes focusing on the challenges of educational process change. This helps to clearly understand the mission of the organization, and also provides a great foundation for the leadership of every member of the community and contributes to the development of their professional competencies.

The consequences of bullying among adolescents have a negative influence on the development of adolescent’s personality and socialization, as well as can affect schoolchildren’s physiology (e.g. organ functions, regulation of the nervous system), psychology (e.g. a teenager becomes sensitive, loses self-control), contemplation (e.g. a teenager feels helpless) and behaviour (e.g. non-attendance of lessons, teenager’s attentiveness is impaired); therefore, in order to avoid the bullying problem and consequences coursed by it, it is required that pedagogues select proper measures of bullying prevention, which would help to stop bullying among adolescents, to educate their social skills, to develop a tolerant and positive approach to communication, and negative attitudes towards the bullying problem. The research has involved 16 teachers from 6 general education schools of Kaunas. The results of the research showed that pedagogues responded quickly to the bullying situation and looked for the ways to solve the problem, social pedagogues and psychologists mostly organized consultations for all involved in bullying while form masters tended to initiate discussions during and after a class lesson. However, it is very important that pedagogues provide schoolchildren certain knowledge about different consequences of bullying, develop skills of safe behaviour, strengthen self-confidence and self-esteem of adolescents, develop tolerance, self-control, promote communication and cooperation with peers.