| Abstract [eng] |
The need becomes more and more important in many places if it does not occur, and its operation becomes paramount when the company's activities are justified, and modern management sciences are good when organizing professional development and making decisions about employee training, in the vision of pre-school institutions is being implemented (Mečkauskienė, 2007). The need for coordination of teachers' activities in the education system is ensured by the development of effective educational programs and the implementation of vocational training goals (Burks, 2018). Effective coordination of a significant educational institution is justified given that the educational institution is a system and if you achieve a common goal, you will get more than one of the others (Gomez, 2019). This thesis raised a problematic question - what significant moments describe the Coordination of Pre-school Teachers' Activities as a Function of institutional Managers? The object is Coordination of Pre – school Teachers‘ Activities as Funcction of Institution Managers. The aim of the research: to describe the Coordination of Pre – school Teachers‘ Activities as Funcction of Institution Managers. Methods: • Theoretical: analysis of scientific literature, content analysis of documents. • Empirical: qualitative phenomenological research. In the first part of this thesis were the coordination of pre-school teachers. In summary, operational coordination is the process of bringing together and integrating different departments and employees, ensuring unity of action to achieve the goals of the organization. Coordination of activities is related to managerial functions, because coordination coordinates plans, organizes tasks for subordinates, influences the activities of employees under management, and coordinates the implementation of coordinated plans. The second part of this thesis is devoted to the methodology of empirical research on the coordination of the activities of pre-school teachers as an institution manager. It is revealed that coordination of activities is a process in which different departments and employees are united and integrated, ensuring unity of actions in order to achieve the goals of the organization. Coordination of activities is related to managerial functions, because coordination coordinates plans, organizes tasks for subordinates, influences employees' activities under management, and coordinates the implementation of coordinated plans. The third part of this thesis presents an empirical study the Coordination of Pre – school Teachers‘ Activities as Funcction of Institution Managers. The aim of the empirical study was to describe the coordination of the activities of pre-school teachers as the function of the heads of the institution. The abandonment of preconceived notions has led to the description of many different experiences of teacher coordination by pre-school leaders. Although, at first glance, the stories presented may seem too simplistic, the experiences of the study have revealed that the coordination of pre-school teachers is a complex process in which the heads of institutions seek to improve the quality of education. In this study, the experiences of preschool managers about the function of coordinating teachers' activities are described through four aspects that help to open personal experiences: lived space, lived body, lived time, lived relationship. Therefore, the experiences experienced in this phenomenological study are analyzed only as one of the possible interpretations. |
