В диссертации анализируются проблемы формирования репутации как фактора повышения конкурентоспособности дошкольного образовательного учреждения в современных условиях. Раскрываются этапы процесса формирования репутации дошкольной образовательной организации. Разработан проект и практические рекомендации по управлению репутацией дошкольного учреждения для повышения его конкурентоспособности. / The dissertation analyzes the problems of forming a reputation as a factor in increasing the competitiveness of a preschool educational institution in modern conditions. The stages of the process of forming the reputation of a preschool educational organization are revealed. A project and practical recommendations have been developed for managing the reputation of a preschool institution to increase its competitiveness.

The organization, founded to provide education in accordance with relevant legislation,is not a typical business organization. Even if such an organization is not primarily focused on making a profit it has basically the same needs as a regular business entity. The organization needs to set its internal system of economic management based on the chosen strategy and real "business" plan, choose an effective marketing strategy to gain clients and to be competitive in a market economy environment. Moreover, we need to know and meet legislative requirements relating both to the relevant area of education and then on the very organization that provides education. Private School, which bears the form of a school legal entity, in a situation where by law to their complementary activities can develop entrepreneurial activities, but these activities can in no way limit the principal, ie the educational activities of the school. In our society the education is regarded as a public service that is or should be given for free, especially basic education. Indeed Municipalities have an obligation to ensure compulsory education for all children residing within their territories and public schools have an obligation to provide basic education free of charge. Finances of public schools are covered by regional budgets in particular, private schools are eligible for non-investment grants linked to the number of pupils in school. Conditions for the individual operating in the area of preschool and primary education, are manifestly diverse, affecting both the competitive environment, and efficiency of the education system.

Magistro darbu siekta ištirti lyderystės raišką ir poveikį Šiaulių miesto bendrojo lavinimo mokyklų valdymui. Tuo tikslu išnagrinėta mokslinė literatūra, dokumentai apie Švietimo organizacijos vadovų lyderystę bei efektyvų valdymą; ištirta lyderystės raiška Šiaulių bendrojo lavinimo mokyklų vadovų tarpe; identifikuoti efektyvios organizacijos požymiai bei ištirtas lyderystės poveikis Šiaulių miesto mokyklų efektyviam valdymui. Tyrimo metu buvo identifikuoti vadovų tipai: darnus, autokratinis, biurokratinis, liberalus, transakcinis, transformacinis, į užduotį ir į darbuotojus orientuotas. Nustatyta, jog Šiaulių miesto bendrojo lavinimo mokyklų vadovams yra būdingas darnus, į darbuotojus orientuotas bei transformacinis lyderiavimo stiliai. Iškelta hipotezė, kad bendrojo lavinimo mokyklų vadovo veikloje galima rasti lyderystės raiškos sąsają su efektyviu valdymu pasitvirtino, nes nustatytas statistiškai reikšmingas stiprus ryšys tarp darnaus lyderio savybių ir inovatyvios, tikslo siekiančios kolegialios mokyklos. Vidutinis statistiškai reikšmingas ryšys nustatytas tarp darnaus lyderio savybių ir atviros mokyklos; į darbuotojus orientuoto lyderio savybių ir inovatyvios, atviros, tikslo siekiančios, kolegialios mokyklos; transformacinio lyderio savybių ir atviros, tikslo siekiančios kolegialios mokyklos. Tai galima teigti, jog dauguma Šiaulių miesto bendrojo lavinimo mokyklų vadovai gali būti įvardijami, kaip lyderiai, gebantys kurti komandą, rodyti asmeninį pavyzdį, skatinti... [toliau žr. visą tekstą] / The objectives of master's work are to research the expression of leadership and its influence on the management of general education schools of Siauliai city. On his purpose the scientifis literature, documents about the leadership and effective management of the leaders of educational institutions were scrutinized; the expression of leadership among the leaders of general education schools of Siauliai was examined; the features of effective organisation were identified and the influence of the leadership on the effective management of schools of Siauliai was examined as well. During the researchers the following types of leaders were identified: sustainable, autocratic, bureaucratic, liberal, transaction, transformational and oriented towards tasks and employees. It was found out that such styles of leadership as sustainable, oriented towards employees and transformational are typical for the leaders of the general education schools of Siauliai. The raised hypothesis that it is possible to find the connection between the expression of leadership and effective management in the work of the leaders of general education schools was proved, because statistically strong connection between sustainable leaderan innovative and purposeful, collegial school was identified. Statistically medium meaningful connection was identified between sustainable leader and open school, between the leader, oriented towards the employees and purposeful, collegial school, between... [to full text]

Rengiant būsimuosius mokytojus labai svarbų vaidmenį atlieka studentų pedagoginė praktika. Pedagoginės praktikos metu siekiama studentus supažindinti su ne tik teorinėmis žiniomis, kurias jie įgyjo mokydamiesi aukštojoje mokykloje, bet ir tuo pačiu supažindinti su mokyklos gyvenimu iš vidaus. Studentams per paskaitas pateikiamos įvairios teorinės mokymo ir mokymosi formos taip pat edukologijos mokslo koncepcijos. Pedagoginės praktikos metu, būsimieji mokytojai turi nuostabią galimybę išbandyti save mokytojo vaidmenyje, pritaikant išmoktas (kolkas tik) teorines mokymo žinias. Per studentų pedagoginę praktiką, atsiskleidžia jų kaip mokytojo vaidmuo, kuris nėra tik naujos informacijos tiekėjas, klasės vadovas, padėjėjas ar patarėjas. Tyrimo objektas. Pedagogines studijas pasirinkusių studentų vadybiniai gebėjimai per pedagoginę praktiką mokykloje. Atlikta empirinė pedagoginės praktikos analizė atskleidžia pradedančiojo mokytojo praktinių, organizacinių gebėjimų ypatumus: mokymosi aplinkų kūrimą, vertinimo ir įsivertinimo svarbą. Tyrimu pagrindu suformuotos išvados ir rekomendacijos yra svarbios pedagogus rengiantiems dėstytojams, mentoriams, pedagoginę praktiką atliekantiems studentams. Tyrimas reikšmingas ugdymo proceso oraganizavimo tobulinimui. / For prepairing good future teachers practical training plays a very important role. While practicing students accept not only theoretical knowledge which they have got during their university studies, but same time they adopting to school life from inner side. On lectures students are introduced to various teaching and learning technics and concepts of education science. When doing practical training they have a wonderful possibility to use theoretical information but most importantly to reveal themselves as teacher who is not just an information supplier, but head of the class, helper, advisor. Research object: management skills of the students while doing practical training in schools. Empyrical analysis of pedagogical practice reveals beginners practical and organizing abilities: learning atmosphere creating, valuing students. Opinions and recomendations formed on a research basis are very useful for mentors, lecturers also for practicing students. Research is very meaningful for educational process organising improvement.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-22T14:13:13Z No. of bitstreams: 1 Arquivototal.pdf: 3859754 bytes, checksum: c333d6ca67797c5d4d150c6578363a2b (MD5) / Made available in DSpace on 2018-05-22T14:13:13Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3859754 bytes, checksum: c333d6ca67797c5d4d150c6578363a2b (MD5) Previous issue date: 2017-10-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper presents the thesis report of the research carried out in the scope of the PhD in Education in the Postgraduate Program in Education (PPGE), Federal University of Paraíba (UFPB) − Brazil, whose objective was to analyze how the actors of the educational organization − managers, teachers, students and parents - appropriated the meanings of the position of teacher class director, in the context of the state school of Ceará, from 2011 to 2014. In the study, it was taken into account that the position of class director established in Ceará-Brazil is inspired by the homonymous post created in the Portuguese educational system in the 60's of the twentieth century. In this sense, the research carried out two case studies, one in the context of Ceará and the other in the north of Portugal. The educational policy, titled Project Teacher of the Class (PPDT), has been working in the Brazilian context precisely in the state schools of Ceará-Brazil since 2008, in the Portuguese educational system, the position is consolidated and regulated with the nomenclature, class director, since the end of 1968. In analyzing the continuities and ruptures of the Class Director to the Class Director, Sá (1997) highlights the "triple function" that unites the two positions, although with a different hierarchy of the functions in question. In the context of the analysis, the methodological approach was qualitative, the research strategy chosen was the single case study method (integrated and holistic), and the data collection instruments used were bibliographic and documentary research, questionnaire, observation non-participant and semi-structured interviews. The continuous policy cycle formulated by Richard Bowe, Stephen Ball and Anne Gold (1992) was adopted as the model of analysis; Ball (1994, 2011), articulating it with the school perspective as an educational organization of Licínio C. Lima (1998, 2001). Thus, the theoretical reference sought to articulate the approach of the policy cycle, with the contributions of the sociology of educational organizations, from the perspective of Ball (1992, 1994, 2002, 2004, 2011, 2013), Lima (1986, 1998, 2001), Sá (1997), and other contributions to the understanding of school as a complex educational organization. It is also worth mentioning that this work verified that the PPDT, in its trajectory, underwent the process of (re)interpretation and (re)contextualization, in the different contexts of the policy in action (influence context, text production context, practice context, context of results and effects and context of policy strategies). Effectively, the PPDT results from the "interpretation of the interpretation" on the class director existing in the Portuguese educational structure by the actors of interest groups in the Brazilian context. It is concluded that the actors for whom the PPDT policy is intended - students, parents, teachers and school administrators - are convinced of the importance of educational policy for the education of students in the school of Ceará, even if, above all, regarding the bureaucratic image of educational policy. Regarding the significations about the position/function of DT, the texts and speeches present significant approximations in the plane of the guidelines for action, although in the plane of action social, political and economic distances between the contexts investigated are observed. / O presente trabalho apresenta o relatório de tese da investigação realizada no âmbito do Doutoramento em Educação no Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal da Paraíba (UFPB) - Brasil, que teve como objetivo analisar a forma como os atores da organização educativa − gestores, professores, alunos e pais −, apropriaramse das significações do cargo do professor diretor de turma, no contexto da escola pública estadual regular cearense, no período de 2011 a 2014. No estudo, foi levado em consideração que o cargo de diretor de turma instituído no Ceará-Brasil se inspira no cargo homônimo, criado no sistema educativo português na década de 60 do século XX. Nesse sentido, a investigação realizou dois estudos de caso, um no contexto cearense, e outro, no norte de Portugal. A política educativa, intitulada Projeto Professor Diretor de Turma (PPDT), está em atuação no âmbito brasileiro precisamente nas escolas públicas estaduais regulares do Ceará-Brasil desde o ano de 2008, no sistema educativo português, o cargo encontra-se consolidado e regulamentado com a nomenclatura, diretor de turma, desde o final de 1968. Ao analisar as continuidades e rupturas do Diretor de Classe ao Diretor de Turma, Sá (1997) põe em evidência a “tríplice função” que une os dois cargos, ainda que com uma hierarquização diferente das funções em causa. No contexto da análise, a abordagem metodológica foi de natureza qualitativa, a estratégia de investigação escolhida foi a do método de estudo de caso único (integrado e holístico), e os instrumentos de recolha de dados utilizados foram pesquisas bibliográfica e documental, questionário, observação não participante e entrevistas semiestruturada. Adotou-se como modelo de análise o ciclo contínuo de políticas formulado por Richard Bowe, Stephen Ball e Anne Gold (1992); Ball (1994, 2011), articulando-o com a perspectiva da escola como organização educativa de Licínio C. Lima (1998, 2001). Assim, o referencial teórico procurou articular a abordagem do ciclo das políticas, com as contribuições da sociologia das organizações educativas, a partir das perspectivas de Ball (1992, 1994, 2002, 2004, 2011, 2013), Lima (1986, 1998, 2001), Sá (1997), e de outras contribuições para a compreensão da escola como organização educativa complexa. Vale ainda ressaltar que este trabalho constatou que o PPDT, em sua trajetória, passou pelo processo de (re) interpretação e (re) contextualização, nos diferentes contextos da política em atuação (contexto da influência, contexto da produção do texto, contexto da prática, contexto dos resultados e efeitos e contexto das estratégias políticas). Efetivamente, o PPDT resulta da “interpretação da interpretação” sobre o diretor de turma existente na estrutura educativa portuguesa pelos atores dos grupos de interesses no contexto brasileiro. Conclui-se que os atores para os quais a política PPDT é destinada − alunos, pais, professores e gestores escolares – mostram-se convencidos da importância da política educativa, para a educação dos estudantes na escola cearense, ainda que, se observe resistências, sobretudo, quanto à imagem burocrática da política educativa. Relativamente às significações sobre o cargo/função de DT, os textos e discursos apresentam significativas aproximações no plano das orientações para a ação, embora no plano da ação se observe distanciamentos sociais, políticos e econômicos entre os contextos investigados.

Submitted by Aline Pereira Lima null (limaliartt@hotmail.com) on 2016-03-09T13:27:05Z No. of bitstreams: 1 FINAL imprimir.pdf: 3077752 bytes, checksum: 5fe8b64b4a9bc39ab518df83a2b90285 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-10T14:24:15Z (GMT) No. of bitstreams: 1 lima_ap_dr_prud.pdf: 3077752 bytes, checksum: 5fe8b64b4a9bc39ab518df83a2b90285 (MD5) / Made available in DSpace on 2016-03-10T14:24:15Z (GMT). No. of bitstreams: 1 lima_ap_dr_prud.pdf: 3077752 bytes, checksum: 5fe8b64b4a9bc39ab518df83a2b90285 (MD5) Previous issue date: 2016-02-24 / No Brasil, questões religiosas e educação sempre estiveram imbricadas. No entanto, atualmente, a restrição ao proselitismo demarca uma fronteira entre o Ensino Religioso (ER) e outras formas de educação religiosa. Visto como disciplina prevista constitucionalmente e regulamentado pela Lei de Diretrizes e Bases da Educação Nacional, buscou-se, com este trabalho em nível de doutorado, saber como se organiza o Ensino Religioso em escolas públicas situadas em estados que possuem bases normativas bem distintas, procurando identificar e compreender essencialmente as lógicas que norteiam a ação da disciplina na escola. O objetivo geral é, portanto, compreender as articulações/desarticulações, congruência/incongruências presentes na ação curricular do ER em três estados brasileiros que possuem normativas para esse ensino bem distintas: Rio de Janeiro, São Paulo e Paraná. Para persegui-lo, colocou-se como objetivos específicos: (1) Identificar as regras que cooperam para a organização do ER na escola, corroborando, assim, para (2) interpretar as lógicas de ação e os possíveis choques de racionalidade presentes na organização do ER e; (3) Verificar como são produzidas ou de onde advêm essas regras. O direcionamento teórico-metodológico adotado assume a sociologia das organizações, as ciências da administração escolar e a investigação em educação no estudo da ação curricular em pauta. Apontando como se dá a passagem do plano das orientações para o plano da ação organizacional, demonstra-se, nos resultados obtidos junto aos professores da disciplina dos três estados estudados, uma preocupação com a diversidade, com a formação em valores e em tornar a disciplina atrativa aos alunos. / In Brazil religious affairs and education have always been intertwined. However, currently, the restriction on proselytizing marks a boundary between Religious Education (RE) and other forms of religious education. Seen as planned curricular component Constitution and regulated by the Law of Guidelines and Bases of National Education, we sought with this work at the doctoral level, know how to organize Religious Education in public schools located in states that have very different normative bases, essentially seeking to identify and understand the logic guiding the action of the subject in school. The overall objective is therefore to understand the joints / dislocations, consistency / inconsistency present in the ER curricular action in three Brazilian states that have regulations for that distinct teaching: Rio de Janeiro, São Paulo and Paraná. To pursue it, was placed the following objectives: (1) identify the rules that cooperate to organize the ER at school, corroborating thus to (2) interpret the logics of action and possible rationality clashes present in the organization and ER; (3) Check how they are produced or where these rules come. The theoretical-methodological guidance adopted assumes the sociology of organizations, sciences school administration and research in education in curriculum action of the study at hand. Pointing how is the passage of the plan of the guidelines for the plan of organizational action, it is demonstrated in the results obtained from the teachers of the course of the three states studied, a concern with diversity, with training in values and making the discipline Attractive students.

The teacher is the one who experiences close by the problematic of the schoolsystem, the one who makes decisions, modifies or sabotages the school plans, theone who transmits the vision of the school or makes it difficult, among othersaspects; all which reveal the teacher as the key for maintaining alive the educativeorganizations. For this reason, it is important that the teacher participates in theschools with consciousness taking part of the decision making process.However, in a micropolitical context, the participation can occur in a complexway and not always be open to discussion, making use of a variety of strategies(like alliances, rumors and comments) so that the different groups and individualsreach their interests, those that are not necessarily aligned with the school ones orother groups’ interests. / El docente es quien vive de cerca la problemática de la escuela, quien concreta,tergiversa o sabotea los planes de acción, quien transmite la visión institucional ola dificulta, entre otros aspectos; lo cual lo revelan como pieza clave para la vida delas organizaciones educativas. Por ello es importante que participe en las escuelasde forma real, es decir, que intervenga en la toma de decisiones.Sin embargo, en un contexto micropolítico, la participación puede darse demanera compleja y no siempre abierta, empleando una serie de estrategias comoalianzas, rumores y chismes, para que los diversos grupos e individuos alcancensus intereses, los que no necesariamente están alineados con los de la escuela o conlos de los demás grupos.

The thesis deals with the definition of the term competence and competency model of a senior academic at a university. The term "competence" can be understood as a set of knowledge, skills, abilities, habits, attitudes and values of a given individual that enable him/her to perform "with competence" in some area of his/her activity. It is also possible to describe in this way the ability of a person to act correctly in a certain situation based on the use of their own resources (abilities, skills, knowledge, etc.). The definitions of competencies of staff working in educational institutions are important not only in the curriculum, where the individual in the educational field affects the personal development of individuals or groups, but also in terms of staff hierarchy, including the definition of responsibilities and competences. The thesis defines such terms as executive and university; this type of schools can be further divided into public, state and private universities. The diploma thesis analyzes the competences of senior academics at the university, deans of faculties and heads of departments/institutes, examined on a sample of public universities based in Prague. These competences are then compared with each other, it is a comparison of the competencies of the deans of the faculties and...

The diploma thesis deals with issues affecting the ethical aspects of management on employees of educational organizations of various kinds, whether it is an organization established by the state, churches or private entities. In the theoretical parts, after defining the basic concepts that have proceedings, there is a proven description. People who follow the ethical climate of an organization, including its division into different types, followed by a detailed description of their impact on employees' work attitudes, behavior, psychological states and manifestations. The next part deals with the description of ethical programs in the organization, which aim to cultivate ethical conditions and positively influence the organizational ethical climate. The following is a description of ethical leadership and its impact on employee attitudes and management and influencing employee behavior. In the research parts answers to the questions: How can ethical management of educational organizations management be achieved and how do they perceive ethical management of their employees? What ethical problems do you encounter in employee organization and how do you manage them? How does ethical management affect the level of ethical climate in an organization, the work performance of employees, their...

In this age of overwhelming technological innovation, organizations expect better prospectus and strategy for improving business in their own specific areas of interest. Organizations want to open new horizons by developing new communication techniques for communicating with their clients. With this step, they want to reduce the communication barrier between their clients and the organization itself. In future, organizations will use improved techniques for getting connected with their clients. When we talk about an educational organization it becomes very important for an educational institution to communicate with their students. The educational organizations have improved a lot in providing services to their students. But, there is lots of work to be done in the field of connecting the students with the educational institutions. If there is a good means of communication between students and the organization then there would be more scope for the aspiring students to join the institution. If an educational organization develops a medium for better communication with their students, that will help the university in finding new relations with aspiring students. In my thesis, I will explore the frameworks used in an educational setting using Enterprise Resource Planning model in developing Student community portal. Enterprise Resource Planning is used to integrate all the modules of the community portal, to maintain integrity of the system. I will also find the requirements that are necessary for developing such interactive system. This investigation will be helpful for developing a Student community portal; it helps to know about the services provided by the educational organization and for mutual communication in the student community. By this approach, it becomes very easy for a two way communication between the university and Student community. This will help to develop a framework and creates Design Pattern Architecture for the development of interactive system for student community in educational organizations. / Email: mufasirs@gmail.com Phone: +919390120586,+919347393001