TITLE: Lifelong learning of headmasters and their professional development AUTHOR: Bc. Eva Hejdová DEPARTMENT: The centre of school management SUPERVISOR: Mgr. Jiří Trunda ABSTRACT: Thesis is aimed to issues of lifelong education of preprimary and primary schools headmasters. It is based on theoretical knowledge of the issue, from special literature and other available sources, practical part is based on gathering datas from questionnaire ant its analysis. It is focused on lifelong education concept development, strategical documents, tasks, autority and professional growth of headmasters in the Czech republic and in chosen countries of European union. It states stages and lifelong learning attributes, components and functions of lifelong learning, further education, the importance of situation in the area of lifelong education in the Czech Republic. The aim is to chart the area of school headmasters lifelong learning, the questionnaire is aimed at finding out what attitude the directors have to lifelong learning, and specification of their educational needs and preferences of the most acceptable forms of education. The result of this thesis is the visibility of educational needs of preprimary and primary schools headmasters, the demand for more focused education and most acceptable forms of education....

The diploma thesis deals with the current topic of headmaster's competence at secondary vocational schools, technically oriented. The thesis is based on the general theory of competencies and competency models. It aims to identify the headmaster's competencies at the technical vocational school in Prague and based on these findings create the competence model. On the basis of the literature search, a research was carried out, its purpose was to find out what competences the those people possess, i.e. to identify these competencies and to compile a competence model. The questionnaire survey technique was used as the first, data collection technique. Within the questionnaire survey, all headmasters and deputy headmasters were approached at 15 secondary technical schools in Prague. The third group of respondents was consisted of the founder of these schools. Through the questionnaire survey, we determined the importance of individual competencies. The second used technique was a semi-structured interview with selected representatives of respondent groups (headmasters and deputy headmasters). The interview was used to verify observable formulations that are part of the competency model. The result of the practical part is the competence model of the headmaster at secondary technical school in Prague....

Mokyklos vadovo veikla, apimanti mokytojų kompetencijų tobulinimą, turi būti organizuojama pagal Lietuvos Respublikos norminius aktus, bet mokyklos vadovas turi būti susipažinęs su svarbiausiais Europos Sąjungos švietimo dokumentais ir kurdamas mokyklos strategiją atsižvelgti į švietimo kaitos pokyčius. Mokyklos vadovas turi efektyviai išnaudoti žmogiškuosius, finansinius ir materialius mokyklos išteklius, numatydamas mokytojų kompetencijų tobulinimo būdus ir priemones. Viena svarbiausių mokyklos vadovo veiklos sričių, tinkamas žmogiškųjų išteklių valdymas, nes geri darbuotojai lemia mokyklos darbo kokybę ir konkurencingumą. Mokyklos vadovas turi nuolat motyvuoti mokytojus, kad jie geriau dirbtų, nes tai skatina senų kompetencijų tobulinimą ir naujų įgijimą. Mokyklos vadovas turi būti gerai susipažinęs su kompetencijos ir kompetencijų šiuolaikine teorine samprata, turėti aiškią strategiją, kurių kompetencijų reikia jo mokyklos mokytojams. Naujų kompetencijų (ypač perkeliamųjų) įgijimą mokyklos vadovas turi sieti su naujais mokytojo vaidmenimis. Galutinis naujų kompetencijų įgijimo tikslas – paversti mokyklą nuolat besimokančia organizacija. Mokyklos vadovo veikla mokytojų kompetencijoms ugdyti apima daugelį sričių (mokytojų informavimas, išteklių paskirstymas, rūpinimasis materialine mokyklos baze, parama mokytojui, poreikių tyrimas, metodinės veiklos analizė ir kt.), tačiau vadovas turi rūpintis strateginiais mokyklos reikalais, dalį praktinių funkcijų palikdamas... [toliau žr. visą tekstą] / At the time of great development nowadays a headmaster of a school has to take care of teachers’ development and qualifications. That is why the methods and aids of the leader of the school are discussed in this article with the help of these methods the leader aims and wants teachers to get competence which is needed in the present school. The principal has to be able to analyze and apply the changes of the system of education strategically so that the school could fulfil the order of the society. The leader has to rule the school which is becoming a learning organization. Management competence of the principal has a great influence on the development of the new competence and higher qualification. The exploration of the principal’s activity showed what teachers’ competence is appreciated by principals of a school, its ways of organizing competence are considered to be effective (for seminars, courses, projects). From the exploration it has become clear that not all principals of schools take enough care of the young teachers’ competence development, less attention is paid to teachers qualification needs of self development and so on. The exploration showed that our present school needs leaders and teachers who can, use new things of pedagogy, information technology, study foreign languages, understand new roles and new competence. Key-words: headmaster of school teacher, competence, being competent, learning throughout all life, role, qualification, school strategy.

Made available in DSpace on 2016-12-23T13:44:54Z (GMT). No. of bitstreams: 1 Glenda Mara Arthuso Teixeira.pdf: 1026183 bytes, checksum: c2c36aafb5680967da3a5d4a64f34586 (MD5) Previous issue date: 2013-06-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The following thesis aims to create an understanding of parts of the arts of doing management of the daily routines at a public primary level municipal school, during the early stages of an elected headmaster who had had little or no experience in school management. The thesis is based on research done Raízes a public primary level school belonging to the public school network within the municipality of Vitória in the state of Espirito Santo, Brazil. This municipality was chosen for having received elected headmasters at the beginning of 2012. The school, Raízes , was chosen for being considered by the municipality as one of the schools where the management was considered the most involved and best developed and for having received a headmaster which until then had not been elected as a school headmaster. With the objective of studying the complexity of the daily routine of new management, a qualitative descriptive methodology was adopted including an ethnographic survey which was used to create new data through direct observation of the first six months or first semester of the new school management. So as to enrich the data provided by the survey further interviews were conducted taking into consideration an in-depth view of daily school routines and issues. Through this process it was clear that the new school manager underwent changes after the initial six months. There are no theories that have constructed the daily routine of a school manager, for even when the routine is properly planned there are certain unpredictable occurrences that appear all the time and may lead to frustration. The following thesis is important in that it presents the complexity involved in the change from being a teacher to being a headmaster. In light of the headmaster studied, Ana, it is clear that the complexities involved in this new management role along with all the specifics involved in school management as a whole in the public school system in Brazil require a (re)construction of continued training and development policies which serve to better prepare a professional new to the management area / Esta dissertação teve como objetivo compreender fragmentos das artes do fazer gestão no cotidiano de uma escola pública de ensino básico municipal, no período inicial de um diretor eleito, que tenha tido pouca ou nenhuma experiência em gestão escolar. O locus de pesquisa deste trabalho é uma escola pública de ensino básico, pertencente à rede municipal de Vitória/ES, com o nome fictício de Raízes. O município foi escolhido, pois, no início do ano de 2012, a rede municipal recebeu os diretores eleitos em Outubro de 2011. O critério de escolha da escola se deu por ser considerada, pelo órgão central, uma das que possui a gestão participativa mais bem desenvolvida e por ter recebido um diretor que, até então, nunca tinha sido eleito para o cargo de diretor escolar. Objetivando estudar a complexidade do cotidiano de um novo gestor, adotou-se uma metodologia qualitativa e descritiva, sendo realizada uma pesquisa etnográfica e tendo, como principal mecanismo de produção de dados, a observação direta da pesquisadora durante um período de seis meses, correspondendo ao primeiro semestre de atuação no cargo de gestão pelo diretor escolar. Além deste instrumento e buscando enriquecer as observações, foram realizadas entrevistas semiestruturadas e, em profundidade, com sujeitos do cotidiano escolar. Foi possível perceber que a visão da nova diretora escolar, sobre gestão, mudou após passar seis meses no cargo. O desgaste que o cargo causa na pessoa do diretor foi, também, evidenciado pelas práticas cotidianas, o que levou a diretora a pensar várias vezes em desistir do cargo. Não existem teorias que constroem o cotidiano de um gestor, pois, mesmo quando planeja seu trabalho, ele já espera eventos imprevistos, que surgem a todo o momento e podem levar a uma frustração. Este trabalho foi importante, pois, apresenta a complexidade que envolve a mudança do ser professor e do ser gestor. Diante do caso de Ana, é evidente a necessidade de se pensar a complexidade do exercício da função gerencial em uma unidade de ensino público, tendo em vista as especificidades que marcam a gestão escolar no Brasil e, a partir daí, re/construir políticas de formação continuada que possam melhor preparar um profissional para assumir o cargo de diretor escolar

Esta investigação tem como objetivo repensar o papel do diretor escolar na formação em serviço, tendo como referência a análise de práticas bem sucedidas de formação contínua, desenvolvidas por duas diretoras da Secretaria Municipal de Educação de São Bernardo do Campo, SP, em escolas de periferia. Trata-se de uma pesquisa empírica, com abordagem qualitativa, realizada a partir de entrevistas semi-estruturadas, tendo como referencial teórico a produção de Libâneo (2002), Pimenta (2002) e Rios (1997), que consideram o professor um intelectual crítico e reflexivo. A pesquisa analisa como as diretoras investigadas assumem a incumbência de formadoras de professores frente à proposta da Secretaria. Para isso, apresento a influência da cultura escolar na formação dos educadores e algumas reflexões sobre as ações formativas da Secretaria e suas repercussões na atuação das diretoras, bem como as especificidades da escola de periferia nesse processo, apresentando, ainda, algumas estratégias de formação realizadas pelas diretoras pesquisadas. Finalizo refletindo acerca das possibilidades de atuação do diretor na formação em serviço, tendo a escola como locus privilegiado para essa formação, e concluo que uma escola reflexiva não é apenas fruto de professores reflexivos, mas de um coletivo reflexivo e de políticas públicas adequadas, em que o diretor pode ser mediador do processo formativo, desde que assuma o papel de co-responsável pela organização do trabalho pedagógico de formação e adote uma postura crítico-reflexiva sobre sua própria atuação, sendo, portanto, o articulador do projeto político pedagógico. / This investigation has an object to rethink the role of the headmaster school in the vocational training, having as reference of analyses of practice well succeded of continuous formation, developed for two directors of São Bernardo do Campo Municipal Secretary of Education, SP, in suburb school. It´s about empirical research, with qualitative approach carried from half structure having as theoretical referencial Libâneo (2002), Pimenta (2002) and Rios (1997)s production, that consider the professor an intellectual critic and reflexive. The research analyses as investigate directors take the incumbency of teachers forming front to proposal of the Secretary, that´s why, I present the influence of the scholar culture on the educator´s formations and some reflexions about formatives actions of Secretary and their repercussions on the directors performance, as well as suburbs specific school in process, presenting, yet, some formation strategies carried by researcher directors. At the end I reflex about the possibilities of directors´s performance formations in services, having the school as locus exceptional for this fomations, and I conclude that a reflexive school is not only result of reflexive teachers, but of collective reflexions and the adequate public politic, that the director can be intermediate of the formative process, since it´s assumed the role of co-responsible for the pedagogic work organizations of formation and adopt a critic-reflexive posture about actuation itself, being, thus, the articulator of the educational politic project.

The master's thesis "Educational needs of headmasters at various school levels" deals with education of headmasters of various school levels. In particular, it deals with educational needs of headmasters at kindergartens, primary schools and secondary schools. The aim of the thesis is to find differences among educational needs of headmasters of various school levels and its mutual comparison. Theoretical part works with resources for identifying and comparison of educational needs. Those educational needs are in this thesis identified through "Competency model of the headmaster of the school". Headmasters of mentioned school levels specify required level of partial competencies and evaluate its real situation. Headmasters also have the possibility to bring their own proposal for type of educational need and provide also their recommendation for supplementation of current offer in the field of education. Research was realized through the form of questionnaire. Findings of the research brought, that educational needs of headmasters of secondary schools differ a lot from needs of headmasters of kindergartens and primary schools. Headmasters of primary schools and kindergartens state the same educational needs. The thesis brings very particular bases for creating educational offer for headmasters of...

Denna aktionsforskningsstudie tar sin utgångspunkt i rektorers uppdrag som pedagogiska ledare och ansvariga för skolutveckling och dess undervisning. Viss forskning och vissa rapporter visar på ett utvecklingsbehov av att stärka rektorers uppdrag som pedagogiska ledare. I olika roller som verksam i skolan och i samarbeten med rektorer har jag själv upplevt att rektorer inte alltid har haft framgång i sitt pedagogiska ledarskap. Syftet med studien är att bidra med kunskap om det pedagogiska ledarskapet i rektors arbetsvardag. Arbetets utgångspunkt var att synliggöra vilka komponenter i praktiken som rektorers pedagogiska ledarskap består av, samt att identifiera hur rektorerna kan utvecklas för att främja ledarskapets effekter på skolans lärande. Tillsammans med rektorerna ville jag synliggöra rektorspraktiken genom samtal, text och bild. Resultatet visar hur fem komponenter av det pedagogiska ledarskapet kommer till uttryck i relation till rektorernas kontext. Varje komponent fyller en funktion, men även relationerna mellan dem och hur de tillsammans skapar en helhet för det pedagogiska ledarskapet. Implikationer för studien är att; rektorer måste öka sin kunskap gällande analysförmåga, skapande av helhetsidéer och utveckla en skolkultur som gynnar den, hur rektorer leder förbättringsprocesser och utvecklar sin dialogkompetens. Vidare bör kommuners utbildningsverksamhet, med utgångspunkt i skolans lärande, finna en röd tråd i utvecklingsprocesser från förvaltning till elev. Ytterligare en implikation är att ansvariga för lärarprogrammen bör införa moment i lärarstudenters utbildning så de stärks i dialogkompetens och systematiskt kvalitetsarbete, kopplat till skolans lärande. / This action research study focuses on the task of headmasters as educational leaders responsible for the teachings and educations of the school. Some research and some reports indicate a developmental need to strengthen the headmasters task as educational leaders. In various roles working with schools and in collaboration with headmasters, I have experienced that headmasters are not always successful in their educational leadership. The purpose of this study is to contribute with knowledge concerning the educational leadership in the everyday work of headmasters. The starting point of the study was to make visible what practical components are included in the educational leadership of headmasters, as well as identify how the headmasters can develop in order to improve the effects of their leadership on the teachings of the school. Together with the headmasters I wanted to make visible the practices of headmasters through dialogue, text and images. The result shows how five components of educational leadership are expressed in relation to the context of the headmasters. Every component fills a purpose, and so does the relationship between them and how, together, they create a complete picture of educational leadership. Implications for the research is that; headmasters must increase their knowledge concerning analytical abilities, creating complete ideas and developing a school culture that benefits it, as well as how headmasters develop their dialogue skills and how they run improvement processes. Furthermore, the educational practices of municipalities should find a common thread in their developmental processes from administration to student, with a starting point in the teachings of the school. Another implication is that the persons responsible for teacher training should introduce elements in the education of teacher students aimed at strengthening their dialogue skills and their systematic quality work, connected to the teachings of the school.

Even though the topic of gender is ever more present, as confirmed by the large amount of popular scientific literature on the topic, well-informed scientific papers on the topic of relationship between gender and conflicts within the environment of teaching staff are lacking both in domestic and foreign literature. The impetus for the creation of this thesis was the contemplation of the idea of how a larger proportion of males within teaching staff would influence the feminized Czech education system. The thesis investigates whether the gender makeup of teaching staff of selected kindergartens influences the types of conflicts that arise and how their characteristics depend on the gender makeup. The first chapter defines the notion of conflict from a theoretical point of view based on published literature and enquires into their causes and sources, as well as approaches to solutions. The second chapter deals with the notion of gender and presents current approaches and attitudes to this issue. In the second part of this chapter, we present several views on the difference between the male and female brain, perception, ways of thinking and assessment of sensory input, male and female communication and differing approaches to conflicts. The third chapter elucidates the function, core business and...

This diploma thesis deals with examining the economic literacy of a headmaster. The topic has been chosen because of the belief that a good financial management is important for the development of a school. Another reason for the choice is the fact that there is virtually no set of unambiguously defined responsibilities and no set of suggested knowledge in the economic area which would provide guidance for headmaster in his work. The aim of the theoretical part is to find the necessary information, to define the key terms and to place the economics of the school management into the legislative framework. The practical (research) part examines the actual state of knowledge and the activity of headmasters in the financial management of the school. The difficulty, the risk of financial management in relation to other managerial activities and the comparability of different types and sizes of schools are also examined here. The outcome of this thesis is to give the definition and the content of the economic and financial literacy of a headmaster. It is also to determine the level of the financial literacy of the interviewed headmasters. KEYWORDS: Headmaster, economic literacy, financial literacy, decision-making authority, responsibilities of the headmaster, delegation of responsibilities, financial...

This thesis deals with the topic of school authorities support of schools and educational facilities quality management. The thesis describes roles and responsibilities of headmasters and school authorities, and their mutual relationship. It summarizes the findings concerning school management, education quality, and highlights the importance of education, including the support headmasters receive from the municipality. Questionnaires, structured interviews, document analysis and observation were used to describe the state of the support by school authorities and the satisfaction of the headmasters with the support provided. The dependence of the support scope on the type of municipality, the type and size of the school or education facility, the term of office, and gender was also tracked. Despite the fact that certain tendencies and partial matches were perceived, it was stated that providing and receiving support is considerably individual. The thesis can be used as a basis for further research with the aim of designing better support mechanisms in order to improve the quality of work of headmasters and school authorities. It could help them realize their possibilities and needs, as well as better understanding their own roles.