| Abstract [eng] |
The masters’ thesis examines the leadership of teachers in the implementation of changes in general curricula. Teachers’ leadership enables the success of the whole school. Managing change is not easy and not always successful, but the implementation of a curriculum change will allow the subject content to grow the student's competencies and ensure the coherence and continuity of education based on the student's individual progress and focus on the student's abilities and strengths. It is important that every employee in the education system is involved in leadership development. The precondition for the quality of school and education is the division of responsibilities, i. y. school leaders are responsible for strategic leadership, and teacher leaders for pedagogical and educational leadership, as well as organizational activities. In this way, the activities of teachers and the school administration are purposefully and effectively combined for a common goal - better performance. The problem raised in the work is that teachers implementing changes in education are facing new challenges, so it is important to find out what is the expression of their leadership in the conditions of change. The object of the research is the leadership of teachers in the implementation of changes in general curricula. The aim of the research is to empirically reveal the expression of teachers' leadership in updating curricula. Methods used in the research: analysis of scientific literature, which provided more detailed knowledge of teachers' leadership methods and expression during educational changes, semi-structured survey, based on which the aim was to find out the expression of teachers as leaders in implementing the updated curriculum. The study focused on a survey of schools' readiness to implement updated primary, basic and secondary education curricula organized by the National Agency for Education (NSA), in which 30 general education schools in the country were selected and participated. With the help of researchers, they will contribute to the development of updated FP programs and provide guidance on how to successfully implement updated content. Using the questionnaire method, 6 questions were asked to teachers in these schools in order to find out the evaluation of teachers' efforts to learn according to the updated curriculum. The obtained research data were analysed and classified according to the statements reflecting the opinion of the respondents (teachers). For the analysis of the research, 3 questions were selected that are related to the development of competencies and can illustrate the expression of teacher leadership in the following categories: 1. Lesson planning according to competencies. 2. Teacher's actions and measures to help students develop higher learning abilities. 3. Understanding of the concept of "competence-based teaching". As a result, everyone must implement renewed educational activities, and plan the necessary measures to prepare for the development of updated curricula. When planning a lesson, teachers take into account the competencies that are relevant to the content of the lesson, i.e. the topic, the tasks and the interest in the lesson. When planning a successful lesson, teachers distinguish the competence of creativity - the ability of students to choose independently, anticipate, correct themselves, to strive for originality, and so on. further, when planning a lesson, teachers name still cognitive competence (subject knowledge and skills, critical thinking, problem solving, ability to teach). |
