| Abstract [eng] |
Education, as one of the most conservative areas of human activity, is currently going through an era of transformation. As one of the factors of improvement of educational institutions and important changes, the leadership of teachers is increasingly singled out. Research data report a positive impact of educator leaders on children’s education, that is to say - leadership effectively affects their educational outcomes, enhances progress and achievement. This thesis raised a problematic question - what components make up the leadership competence of a pre-school education teacher and what influence does it have on the efficiency of activities? The object is the leadership competence of a pre-school education teacher. The aim is to reveal leadership competence of a preschool teacher as a factor of making activity more effective. In the first part of this thesis were analyzed the pre-school education teacher's leadership competence as a factor of activity efficiency, aspects of effective management. It was revealed that pedagogical knowledge, cooperation, problem management, systemic thinking skills, abilities to resolve conflicts, lead the educational process and create a high-quality educational environment are important for teacher leadership. The development of these skills and abilities requires constant personal and vocational education. Teachers' leadership competence is associated with high pedagogical qualifications, experience and reflexive thinking. The second part of this thesis is devoted to the methodology of empirical research of preschool education teachers’ leadership competence of a preschool teacher as a factor of making activity more effective. It was disclosed that the leadership of a pre-school education teacher is associated with an efficient and advanced educational process, with the motivation of children's learning, with the attitude of lifelong learning, the pursuit of higher results. Professional management of pre-school teacher leadership competence, with the help of reflective thinking, innovative strategies and methods can ensure the development of students, turn education into organized, creative, motivating, effective activities. The third part of this thesis presents an empirical study leadership competence of a preschool teacher as a factor of making activity more effective. The strategy of quantitative and qualitative combination of research was chosen for the study. In the questionnaire survey participated 122 pre-school teachers, and interviews were conducted with 5 heads of Klaipėda pre-school education institutions. The main conclusions of the study research: The study determined that teachers should be able to put leadership competencies into practice by individualizing curricula content and sharing good practice. The main condition that encourages teachers to develop leadership competencies is the positive support of the executive of educational institutions, their democratic attitude towards the teacher leader. The continuous improvement of pre-school education teachers, their ability to reflect and to plan further educational activities on the basis of reflection are singled out as essential factors that enhance the educational activities of pre-school children. The research clarified that the heads of pre-school educational institutions are ready to promote the leadership competence of pre-school education teachers, allow teacher development, organization of the teaching process, application of innovative methodological tools, continuous learning, sharing experience. A management survey study of opinions showed, that pre-school education teacher is a leader, who is able to use various educational strategies, to individualize the content of education, to work creative, can effectively manage the educational activities of pre-school children. |
