Učiteljska percepcija o kompetencijama ravnatelja

master's thesis

• Title (english): Teacher perception of principal competencies
• Author: Dora Lukinić
• Mentor: Monika Pažur (mentor)
• Committee member: Katarina Aladrović Slovaček (predsjednik povjerenstva)
• Committee member: Maša Rimac Jurinović (član povjerenstva)
• Committee member: Monika Pažur (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2023-02-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

U suvremenom svijetu upravljanje odgojno-obrazovnom ustanovom podrazumijeva odgovorno i kompetentno vodstvo. Ravnateljska struka kao rukovodeća uloga u školi treba zadovoljavati određene uvjete za dobro i kvalitetno vodstvo škole u današnjem modernom društvu. Zaduženi su za upravljanje odgojno-obrazovne ustanove te upravljanje svim njenim zaposlenicima. Problem neadekvatnog vodstva proizlazi iz nepravilnog stručnog osposobljavanja i usavršavanja te neposjedovanja ključnih kompetencija. U radu se prikazuju podaci empirijskog istraživanja kojemu je cilj istražiti razmišljanja, stavove i iskustvo učitelja o važnosti ravnateljskih kompetencija i sveopćoj profesionalizaciji ravnateljske struke s obzirom na radni staž učitelja, duljinu mandata trenutnog ravnatelja te veličinu škole u kojoj trenutno rade. U istraživanju je sudjelovalo 175 učitelja osnovnih škola na području Republike Hrvatske. Istraživanje se provelo anonimno, putem online anketnog upitnika. Upitnik je sadržavao Instrument za ispitivanje razvijenosti kompetencija ravnatelja (izrađeno prema Staničićevoj (2006) podjeli kompetencija) i pitanja za procjenjivanje važnosti profesionalizacije ravnateljske struke (izrađeno za potrebe istraživanja). Rezultati istraživanja pokazuju kako učitelji visoko procjenjuju sve ravnateljske kompetencije, s posebnim naglaskom na osobnu kompetenciju kao najviše potrebnu, najviše korištenu te najviše razvijeniju. S druge strane, razvojnu kompetenciju ocjenjuju kao najmanje potrebnom, a socijalnu kompetenciju kao najmanje razvijenu od svih ponuđenih kompetencija. Utvrđena je razlika u percepciji o ravnateljskim kompetencijama između učitelja koji imaju između 10 i 25 godina radnoga staža (M=4,6971; SD=0,73168) te onih koji imaju preko 25 godina radnoga staža (M=4,5692: SD=0,63335). Velika većina ispitanika procjenjuje da je potrebna profesionalizacija ravnateljske struke. Također je utvrđeno da postoji lagana povezanost između duljine radnoga staža i percepcije učitelja o važnosti kompetencija za profesionalizaciju ravnateljske struke (R=0,007, p<0.05).

Abstract (english)

In the modern world, the management of an educational institution implies responsible and competent leadership. The principal profession as the leading role in school needs to meet certain conditions for good and quality school leadership in today's modern society. They are in charge of managing the educational institution and all of its employees. The problem of inadequate leadership stems from incorrect vocational training and the lack of key competencies. The paper presents data from empirical research aimed at exploring the views, attitudes and experience of teachers on the importance of principal competencies and the overall professionalization of the principal profession with regard to the working experience of teachers, the length of the term of office of the current principal and the size of the school in which they currently work. 175 elementary school teachers from Croatia participated in the survey. The survey was conducted anonymously, via an online questionnaire. The questionnaire included the Instrument for testing the competence development of the school principals (made according to Staničić's (2006) division of competencies) and questions for assessing the importance of the professionalization of the principal profession (made for research purposes). Research results show that teachers highly assess all principal competencies, with special emphasis on personal competency as the most needed, most used and most developed. On the other hand, they assess development competence as least necessary and social competence as least developed of all competencies offered. There was a difference in the perception of principal competencies between teachers who have between 10 and 25 years of working experience (M = 4,6971; SD = 0,73168) and those who have over 25 years of working experience (M = 4,5692: SD = 0,6335). The vast majority of respondents believe that professionalization of the principal profession is necessary. It was also found that there is a slight correlation between the length of work experience and teachers' perception of the importance of competencies for the professionalization of the principal profession (R = 0.007, p < 0.05).

• Keywords: ravnatelj; profesionalizacija; ključne kompetencije
• Keywords (english): principal; professionalization; key competencies
• Language: croatian
• URN:NBN: urn:nbn:hr:147:723799
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-03-29 09:40:53