| Abstract [eng] |
When emphasizing the relevance of management to successful functioning of special school, a question arises if the management is effective and ensures quality performance of the school. Object of the research – management quality of special schools. Hypothesis of the research – management of special schools is not sufficiently effective. The most distinctive differences of management quality are expected when assessing different areas of the special schools. It is hypothesized that quality management of special schools is the least effective. Purpose of the research is to examine the state of special schools’ management quality from the educators and managers perspective. Tasks of the research: 1) to analyze the scientific literature on the issue under consideration; to emphasize the management peculiarities of special schools; 2) to find out the determinants of the management quality in special schools; 3) to identify the peculiarities of special schools’ management quality from the educators and managers perspective; 4) to submit conclusions and recommendations for communities of special schools. Methodology of the research included the following methods: 1) theoretical: study of managerial, psychological and pedagogical literature on the aspect in question and analysis of education documents; 2) empirical: finding out the respondents’ opinions from questionnaires submitted to educators and managers of special schools and carrying out their analysis (questionnaire survey method). The research was carried out in special schools of Panevėžys, Pasvalys, Kėdainiai, Vilnius, Ukmergė and Gelgaudiškis. Questionnaire survey was invoked to conduct the research. Type of the research sample – partially random. 193 educators and 24 managers of special schools (directors and associate directors for education) have been surveyed. The research revealed that managers of special schools lack initiation of changes at school and competences to solve various problems faced by schools; strategic planning process is not effective due to low involvement of the staff, insufficient ability of the managers to correct the action plans and insubstantial shift towards effectiveness; processes and results of special schools’ activities are not adequately analyzed; rational decisions are not being made to improve the activities; lack of cooperation with parents of pupils; management system of school’s activities is not being sufficiently improved; educators do not pay sufficient attention to quality assurance and enhancement of the quality of activities; personalities and biased assessments are not avoided in the process of management; quality of the special school activities’ management is not effective due to its insufficient assessment, analysis and lack of assessment competencies; schools either do not have activity management systems or these do not function adequately. |
