Pavaduotojo ugdymui vaidmuo organizuojant ugdymo procesą mokykloje
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1825.
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This master's thesis explores the role of the deputy principal for education in organizing the educational process in Lithuanian general education schools. Against the backdrop of ongoing reforms in educational leadership and the increasing complexity of school management, the study highlights the growing importance of the deputy principal’s functions in shaping school performance and ensuring quality education. The theoretical part analyzes the legal frameworks, strategic management in schools, and the core functions and responsibilities attributed to deputy principals. Emphasis is placed on the planning, organization, leadership, and control of the educational process. The study examines how deputy principals operate within the school leadership team and support the principal in implementing educational goals, while also addressing challenges related to time management, staff collaboration, and student welfare. The empirical research employs a qualitative methodology, based on semi-structured interviews with four experienced deputy principals from general education schools in the Vilnius district. The data were analyzed using qualitative content analysis, identifying key themes related to administrative roles, community well-being, and change management. The findings reveal that deputy principals serve not only as implementers of administrative tasks but also as mediators, coordinators, and leaders who foster a positive school climate and enhance educational quality. The research also highlights the insufficient attention in policy and academic discourse to the strategic development of the deputy principal’s role, despite its critical contribution to school leadership. This study contributes to a deeper understanding of the deputy principal’s impact on school operations and recommends strengthening professional development, clarifying role boundaries, and promoting distributed leadership as part of a collaborative school governance model.