Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/108893
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Vadyba / Management (S003)
Author(s): Bairašauskienė, Lina
Title: Bendrojo ugdymo mokyklų vadovų kompetencijų reikšmingumas
Other Title: The significance of headmaster’s managerial competencies in comprehensive schoools
Is part of: Socialinis ugdymas : mokslo darbai. Vilnius : Lietuvos edukologijos universiteto leidykla, 2017, t. 46, Nr. 2
Extent: p. 89-102
Date: 2017
Keywords: Bendrojo ugdymo mokyklų vadovai;Vadybinės kompetencijos;Ekspertinis vertinimas;Comprehensive school headmasters;Managerial competencies;Expert evaluation
Abstract: traipsnyje pristatomi tyrimo rezultatai apie bendrojo ugdymo mokyklų vadovų vadybinių kompetencijų reikšmingumą ir jų ekspertinį vertinimą. Remiantis švietimo srities ekspertų apklausa, straipsnyje atskleidžiamos mokyklų vadovų bendrosios ir vadovavimo sričių kompetencijų ypatybės bei jų sąsajos su sėkminga mokyklos veikla, įtaka bei svarba ugdymo(si) proceso rezultatams
The aim of the article is to present the insights of carried survey on evaluating the level of significance of managerial competencies in comprehensive schools. The approach that head teachers’ managerial competency highly influences the process of education and is one of the most important factors ensuring efficiency of school activities such as educational policy and strategic planning, educational process, management of human, material and financial resources has been followed. Researcher self-made questionnaire for expert evaluation was used to measure competency components. The significance, specified as the most important, was assessed by ranking procedure. The Kendall coefficient of concordance has been used to assess the agreement among raters for every ranked question. The results revealed that the most significant head teachers’ competencies which highly influence the results of school activity areas are the following: self-confidence and self-reliance; conceptual thinking; lifelong learning; the ability to form teams; the ability to perceive; the ability to form the strategic direction and implement effective staff policy; the ability to strengthen the attitude of the community that each student can reach a success in the learning process; the ability to support initiative by contributing to the improvement of education system
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/108893/1/ISSN2351-6011_2017_V_46_N_2.PG_89-102.pdf
https://hdl.handle.net/20.500.12259/108893
http://dx.doi.org/10.15823/su.2017.14
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Socialinis ugdymas / Social Education 2017, t. 46, nr. 2
Universiteto mokslo publikacijos / University Research Publications

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