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1
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Reforma oświatowa a zadania dyrektora szkoły

100%
Wasilewska-Kamińska E., Marek J.
Kwartalnik Pedagogiczny
|
2019
|
vol. 64(2 (252))
284-301
PL
“Management and leadership in education” conference took place at University of Warsaw in June 2018. During the conference there was a panel session whose theme focused on the issues of school management in the face of education reform carried out in Poland recently. The article is a record of educational and organisational problems faced by schools that underwent the reform. Thirteen problem areas are presented, for example, the scope of duties of the headmaster; student situation and parent situation with regard to transformation of schooling structure as well as school curriculum; relocation of teachers etc. Headmasters participating in the panel session represented different types of schools hence the comparison of public and private schools was made possible.
2
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Leadership and trust in education – the often missing magic glue

100%
Precey R.
Zarządzanie Publiczne
|
2012
|
issue 4(20)
9–17
EN
This article examines the trend across the world to move towards centrally controlled education systems driven by a political desire that students might attain and schools be judged by a narrow range of measurable attainment targets with policing by inspections. It argues that this has emphasized management rather than leadership and that there is a need to refocus on more aspirational achievement aims for young people and schools. It defines and argues for integrity in both leadership and management and makes the case for the signifi cance of the way in which leaders lead. A transactional approach leads to the erosion of trust and transformational leaders in contrast build this up. The article explains why trust is so important and explains how trust can be developed in and by leaders and mangers. It finishes by outlining the challenge of developing leaders and managers of high-trust school cultures
3
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Specyfika zarządzania w edukacji – rozwój indywidualny człowieka jako wartość centralna”

75%
Dorczak R.
Zarządzanie Publiczne
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2012
|
issue 3(19)
39–47
EN
Paper tries to show the specificity of management in education as a separate domain. It postulates to built that specifi city finding core values that help to distinguish management in education form other types of management. It then points out at human individual development as core educational value that can be taken as the basis in the process of building the understanding of management in education as specific domain. Main part of the paper describes three different ways of understanding development in developmental and educational psychology and practical consequences for educational management that are connected with those different understandings.
PL
W niniejszym artykule autor podejmuje próbę pokazania specyfiki zarządzania w oświacie jako różnej od innych rodzajów zarządzania. Twierdzi, że specyfikę taką najlepiej odnaleźć, wskazując na centralne wartości, którymi powinny się kierować instytucje edukacyjne. Za kluczową wśród tych centralnych wartości autor uznaje rozwój indywidualny człowieka, a następnie pokazuje, jak różne sposoby rozumienia tej centralnej wartości obecne w psychologii i edukacji mogą prowadzić do różnych konsekwencji w sferze zarządzania szkołami i procesem edukacyjnym.
4
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Model of educational strategy on the level above schools in conjunction with labor market

75%
Pradela A.
Organizacja i Zarządzanie : kwartalnik naukowy
|
2009
|
vol. nr 3
79-91
EN
The paper presents researches on the ways of preparing pupils to enter the labor market. On the basis of conclusions of those researches there was built the model of educational management strategy on the level above schools. The paper highlights three elements of the model: model of building strategy, model of management system and model of control system.
PL
Artykuł przedstawia wyniki badań nad sposobami przygotowania młodzieży do wejścia na rynek pracy. Wnioski z tych badań stanowiły podstawę opracowania trójelementowego modelu strategii zarządzania oświatą w jednostkach samorządu terytorialnego. W treści artykułu przedstawiono założenia i poszczególne elementy modelu: model formułowania strategii, model systemu wspomagającego realizację strategii oraz sposób kontroli strategicznej.
5
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Models of transactional analysis in educational management

63%
Schachner S.
Edukacyjna Analiza Transakcyjna
|
2016
|
issue 5
39–45
PL
W prezentowanym artykule autorka zwraca uwagę na użyteczność wykorzystania wybranych modeli analizy transakcyjnej w zarządzaniu edukacją. Na początku opisuje ona obowiązki, jakie wchodzą w zakres pracy managera edukacji, oraz korzyści, jakie jej praca może przynieść szkołom, dla których pracuje. Następnie przedstawia, w jaki sposób wykorzystuje różne aspekty analizy transakcyjnej, np. do opisu warunków sprzyjających nauczaniu, regulaminów i kontraktów szkolnych oraz transakcji.
6

ЗМІСТ ПІДГОТОВКИ ЕКСПЕРТІВ З ОСВІТИ В НІМЕЦЬКОМОВНИХ КРАЇНАХ ЄВРОПЕЙСЬКОГО СОЮЗУ

63%
Пономаренко Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 6(50)
442-448
EN
The article covers the content of training experts on education in German speaking countries of the European Union (Germany, Austria and Switzerland). It also analyses the Master’s courses such as «Developing School and Ensuring Quality» (Free University of Berlin) and «School Development» (Pedagogical higher schools of Weingarten, Vorarlberg, Sankt-Gallen, Schaffhausen, Thurgau). It has been found that the Master’s degree course «Developing School and Ensuring Quality» at the Free University of Berlin covers 60 credits (1800 hours) and includes the following modules: «School and personnel development», «Expert assessment and quality control», «Educational process development», «Expert assessment project» and «Personnel management project». The Master’s degree course of «School Development» at Pedagogical higher schools of Weingarten, Vorarlberg, Sankt-Gallen, Schaffhausen, Thurgau covers 90 credits (2700 hours) and includes the following modules: «School development», «Educational management», «Empirical methods», «Expert assessment», «Educational process development», «Consulting», «Project». At the end of the course students write their Master's research paper. Therefore, the content of the courses listed above covers such aspects as: the key concepts, principles, forms and methods of managing educational institutions; the basis of educational institution development and its personnel (the model of school and its programme, the model of quality control and improvement, the notion of personnel development, the concept of teachers’ professional development); the basis of pedagogical expert assessment (its types, functions, criteria and standards, as well as risks, opportunities and planning); the basis of consulting. It is concluded that content of master courses of training experts on education in German-speaking countries of the European Union (Germany, Austria and Switzerland) covers the following aspects: basic concepts, principles, forms and methods of management of education institutions; the basis for the development of educational institutions and personnel (the model and the program of the school, models of welfare and development of quality, the concept of staff development, the concept of teacher training); fundamentals of educational assessment (types, functions, criteria and standards, chances and risks and planning expertise); basics of counseling.
7
Content available remote

Teacher in social role of manager and of leader

63%
Valisowa A.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2016
|
issue 14
161-170
PL
The study addresses the specifics of the educational management at the universities in the Czech Republic. It defines its differences and also common features in relation to the leadership and stresses their interconnection in the processes of systematic planning, organizing, financing, monitoring, leadership of people, controlling and evaluation. The educational management is also a field of study at some universities with technical, economical and humanistic specialization.
8

Jakość jako strategia zarządzania szkołą i placówką oświatową

51%
Hrybiuk O.
Przegląd Europejski
|
2022
|
issue 1(63)
29-50
PL
W artykule przeanalizowano strukturę, funkcje i metody zarządzania jakością kształcenia we współczesnej szkole oraz zaproponowano system zarządzania szkołą na bazie tradycji, który może być wprowadzony do modelu organizacyjnego zarządzania. Propozycję oparto na wynikach badań przeprowadzonych w szkołach Polski i Ukrainy. Zwrócono również uwagę na fakt, że w większości placówek wysoka efektywność systemu zarządzania oświatą nie zawsze idzie w parze z jego wysoką skutecznością. Jednak w odniesieniu do oceny efektywności systemu zarządzania oświatą może mieć zastosowanie tylko rozszerzona formuła tej efektywności. Uzyskanie nowych rezultatów kształcenia jest niemożliwe bez zmiany treści kształcenia, rozwoju zawodowych kompetencji pedagogów, stworzenia warunków dla rozwoju zasobów i środowiska edukacyjnego. Artykuł ma charakter teoretyczno-empiryczny.
EN
The article’s aim is to analyse the structure, functions and methods of quality management in modern schools and educational institutions. The author proposes the school management system based on traditions that can be incorporated into the organisational management model. The proposition is based on the results of research carried out in Polish and Ukrainian schools. It is also noted in this article that in most institutions, the high effectiveness of the education management system does not always go hand in hand with its high efficiency. However, with regard to the assessment of the effectiveness of the education management system, only the extended formula of this effectiveness may be applied. Moreover, the article contains considerations on organisational effectiveness. Obtaining new educational results is impossible without changing the content of education, developing professional competencies of teachers, creating conditions for the development of resources and educational environment. This article is theoretical and empirical.
9
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Development of regulatory skills in younger school pupils

51%
Maksatovna Knissarina M., Aganina K. Z., Abdykarimovna Bashbayeva M., Zame Y., Shaikhimov Y.
The New Educational Review
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2016
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vol. 44
165-175
EN
The article presents a solution for one of the significant tasks in pedagogical science and practice, namely the development of regulatory skills in younger school pupils as a significant factor of their educational and cognitive competence development. The aim of our study was to conduct practical evaluation of the proposed program of the development of regulatory skills in younger school pupils. Scientific novelty consists in the created program of the development of regulatory skills in younger school pupils, which generally allow for increasing education and cognitive competence, which is the basis for pupils’ functional expertise, in accordance with the aims and tasks of the state-significance documentation. The study used logical and historical analysis of scientific literature on the topic, pedagogical observation, a survey, questionnaires, testing and a pedagogical experiment. Based on the obtained results, we developed educational and methodological recommendations for teachers on the topic of developing regulatory skills in young school pupils, as an elective class program for 2nd-grade pupils.
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