| Abstract [eng] |
Dynamic environmental conditions require the continuous change of educational institutions, a review of new conceptual operational principles and the assumption of novel unusual roles (those of novator, change initiator, mediator, implementer) by the school members, as well as a discussion of more optimal resources, management strategies, models, and methods. Therefore fundamentally new expanse of school activities should be developed. All this leads to the need for research into educational novations and their deployment in modernising the general education school activities. The subject of the research: The leadership and teacher assessment of the characteristics of city and district general education school activity modernization in the context of educational novations. The goal: A research into the characteristics of city and district general education school activity modernization in the context of educational novations from the leadership and teachers’ viewpoint. In the present paper, the following research methods were employed: the scientific literature and educational documentation analysis, a non-standardized written questionnaire survey, data analysis and interpretation. The research sample: 203 respondents participated in the research: 182 teachers and 21 heads of Šiauliai and Kelmė regional schools. The theoretical part of the paper provides the analysis of the theoretical interpretations, the classification, and the implementation of the concept and expression of educational novations, as well as of the modernization process of general education school activities in the process of the leadership and teacher activity shift. The empirical part is aimed at identifying the characteristics of city and district general education school activity modernization in the context of educational novations from the leadership and teachers’ viewpoint; performing the comparative analysis of the attitudes expressed by city and district school leadership and teachers; and validating the prevailing trends. The research confirmed the abovementioned hypothesis. The implementation of novations is seen as one indicator of the school shift, which is associated with promotion of operative changes to effectively achieve the school objectives. However, school leaders note that not all teachers are willing to actively participate in the school activity modernization. The implementation of novations in city schools is more frequent and intense than in district schools. Novation activities and their development are seen as complex managerial and psychological processes by both groups of respondents,but in the initiation process of innovations, greater responsibility shall be delegated to the head. City leaders have identified themselves as the main initiators of innovation. Most of the problems identified are related to the necessity of a financial material shift, the issues of teacher competence development, a need for a more effective teacher-teacher / teacher-leader / teacher-parent-student communication and collaboration as well as the systematic management of innovations The structure of the work consists of introduction, 3 sections, conclusions and recommendations. There were presented 82 literary sources, 29 figures, 19 tables and 8 annexes. General volume of the work is 104 pages. |
