Abstract [eng] |
Social, emotional and healthy lifestyle competence is one of the seven general competences that should be integrated into the education of students through all educational subjects, based on general educational programs. The importance of this competence is also reflected in the state strategy "Lithuania 2050", where one of the objectives is comprehensive education, understood not only through academic knowledge, but also social-emotional and other general competences, emphasizing the ability of citizens to take care of themselves and others. According to 2022 data, when assessing the self-efficacy of students in grades 5–9, it turned out that 37 percent students rarely managed to implement what they had planned, and almost half of the students indicated that they were often unable to solve the problems that arose, 46 percent young people participating in the study indicated that they experience two or more health complaints more often than once a week, 73 percent 5–9 grade girls and 55 percent boys were characterized by insufficient intensive physical activity. In 2024, against the background of crisis events, every fourth student in grades 5–11 experienced a significantly increased level of anxiety. Poorer physical and emotional health, a high tendency to drink alcohol, and a higher risk of suicide are more common among adolescent girls than boys; they are also significantly less physically active and more dependent on social networks. The United Nations Sustainable Development Agenda for 2030 emphasizes the importance of school leadership in achieving Goal 4 – ensuring quality education for all. Although the importance of competence has been recognized in strategic education documents since the National School Concept in 1989, ensuring its development depends on different factors – the student’s family, socio-cultural context, and educational opportunities provided at school. The aim of this study is to reveal the views of experts on the role of educational leaders in developing students' social, emotional and healthy lifestyle competence. To achieve the aim, an analysis of scientific literature was conducted, and a qualitative study was conducted - an analysis of data collected during semi-structured interviews with 11 experts. The results of the qualitative study revealed that the role of educational leaders depends on the position in which they operate. From leaders at the level of national education policy, the experts participating in the study expect political will and a high priority for social, emotional and healthy lifestyle competence in creating harmony, but not a confrontation between academic results and competences. The priority provided should be reflected through practical support – investing in specialists, improving the qualifications of teachers, developing methodological tools, reflecting the importance of competences in assessment models. Educational leaders operating at the local level – school principals, teachers – are expected to have leadership intelligence – educational leaders themselves must be role models for young people in the social, emotional and healthy lifestyle areas. Heads of educational institutions should not only be managers, but also leaders who inspire the entire community, implement and support initiatives, create an exemplary school culture and microclimate, and not wait for decisions from institutions that shape educational policy. |