Mokyklų vadovų bendrųjų kompetencijų vertinimas preskriptyviu ir deskriptyviu požiūriu

Abstract

Straipsnyje teoriniu lygmeniu aptariamos bendrojo ugdymo mokyklų vadovų vadovavimo kompetencijų vertinimo nuostatos ir organizavimo principai ir remiantis empirinio tyrimo duomenimis atskleidžiami preskriptyvus ir deskriptyvus požiūriai į vadovų bendrųjų kompetencijų ir jų komponentų svarbą mokyklos vadovo darbe. Tyrimo duomenys leido iškelti prielaidą, kad vadovų kompetencijų institucinio vertinimo metu daugiau dėmesio kreipiama į preskriptyviu požiūriu svarbias kompetencijas, o vadovai labiau akcentuoja deskriptyviu požiūriu– jų praktiniame darbe – svarbias kompetencijas. The modern management of general education schools sets high requirements for school heads’ managerial competencies. This research aim is to determine how school heads evaluate the importance of managerial competencies and their mastery level, as well as to highlight the relevant areas for improvement. Solving the study objectives, the article discusses theoretical provisions of school heads’ managerial competencies evaluation, and gives the overview of some institutional evaluation results. The empirical research data reveals prescriptive and descriptive insights to the importance of managerial school heads’ competencies and their components in a school leader work. Performed meta-analysis of the results helped to confirm that selected research strategies and methods are suitable to examine school heads’ general competencies evaluation problem. Research data led to assume that during institutional evaluation more attention is paid to the competencies which are important in the prescriptive terms, meanwhile school heads emphasize competencies in the descriptive terms, as they are more useful in their practical work.