Académique Documents
Professionnel Documents
Culture Documents
2003 Second phase of education reform Educational Act 2011 Third phase of education reform The newest Educational Act
Understanding of education policy and skills of strategic planning; managing educational process; managing human resources; managing finance and property; life-long learning; managing of informational technologies; managing of change.
Emotional intelligence - highly developed personal and interpersonal skills based on the ability to empathize with the perspective of others. School heads have the capacity to interact with people and work constructively in a team. Critical thinking - helps school heads see the core issues and anticipate difficulties in complex technical and human situations. Diagnostic skills - school heads accurately read the signs to figure out what is actually going on in each new situation.
The qualitative research based on the Framework for individual rethinking of competencies (Trotter, Ellison, Davies, 2001) allowed to reveal the relevant competencies for todays school heads. The data of content analysis allowed to disclose the structure of competencies, to reveal the necessary competencies and to compare these competencies with the competencies, determined by legal documents on education in Lithuania. During the research the school principals and deputy heads of III- I qualification categories were questioned. The research involved 47 secondary school heads from 36 schools, located in different districts of 10 counties of the Republic of Lithuania. After the answers were received the content analysis has been carried out.
19%
37% 13%
Social competency
64%
advocating, nurturing, and sustaining a school culture conductive to student needs and staff professional growth sustaining positive climate in organization applying decentralized management processes and procedures
55% 45%
57%
continuous development in professional sphere stimulating staff for professional growth and providing opportunities for continuous competence development
36%
Selfmanagemen t competency
36%
using informational-communicational technologies understanding and responding to challenges and changes in education
monitoring school activity and using data for self- 35% analysis 46% participating in professional development becoming learning community 60% 40%
Personal competency
Selfmanagement competency
86% building leaders teams distribution of responsibilities project management building positive relations decision making designing school image
Social competency
82% conflict management designing motivation system creation of cooperation culture cooperation with parents flexible leadership multicultural communication solving social problems
64% stating clear goals and priorities managing information 32% managing emotions tolerance 28% team learning reflection
ways of information analysis 42% correspondence skills English language skills Managing conflicts in organization
Self-education (93%); Various seminars and courses (86%); University programmes (57%); Practice and experience (36%); Cooperation with colleagues (21%).