Mokytojo lyderystės kompetencijų ugdymas ir jų įtaka mokyklos bendruomenei
Maslianikienė, Monika |
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1595.
Šiame magistro baigiamajame darbe nagrinėjamos mokytojų lyderystės kompetencijos ir jų svarba šiuolaikinėje švietimo sistemoje. Teorinėje dalyje analizuojamos pagrindinės lyderystės sampratos, akcentuojamas kompetencijų ugdymo poreikis ir nauda bendruomenės stiprinimui. Empirinio tyrimo metu atlikta mokytojų apklausa atskleidė, kad stipresnės lyderystės kompetencijos glaudžiai siejasi su geresne mokyklos atmosfera, aukštesniu mokinių įsitraukimu bei aktyvesniu kolegų bendradarbiavimu. Tyrimo rezultatai leidžia formuluoti rekomendacijas dėl tikslingesnio lyderystės ugdymo mokyklose.
The education system, both in Lithuania and globally, is undergoing significant changes that place increasing demands on teachers’ competencies—particularly leadership. This master’s thesis examines the nature and importance of teacher leadership competencies, their role in the educational process, and their impact on school communities. Leadership is viewed not only as formal authority but as the ability to unite the school community, initiate positive change, and inspire both students and colleagues. The research includes both a theoretical overview of contemporary leadership models in education and an empirical study aimed at assessing how these competencies are expressed in Lithuanian schools. A quantitative research method was used: a survey involving 390 teachers from various regions of Lithuania. Respondents provided insights into their perception of leadership, the practices they apply, and the opportunities they have for professional development. Findings revealed that most teachers recognize leadership as more than just management—it is a process rooted in responsibility, reflection, and collaboration. However, systemic barriers remain, such as the lack of structured leadership training, mentorship programs, and institutional support. The research also identified a correlation between well-developed leadership competencies and a positive school climate, stronger interpersonal relationships, and improved student outcomes. Based on the findings, the thesis provides conclusions directly aligned with the research objectives and offers recommendations for school leaders, educational policymakers, and teachers. These include the promotion of long-term professional development systems, encouragement of reflective practices, and the cultivation of a culture of collaboration within schools.