Abilities of transformational leadership conditioning teacher professionalism: the perspective of teachers-practitioners

Sparti kaita, intensyvi veikla didina reikalavimus švietimui, mokyklai, mokytojui, tikintis iš jų šiuolaikinį laikotarpį atitinkančių kompetencijų. Kylantis mokytojo veiklos atskaitomumo prieš visuomenę poreikis tiesiogiai sietinas ir su mokytojo darbui keliamais aukštesniais profesiniais reikalavimais. Straipsnyje, remiantis mokslinio tyrimo duomenimis, siekiama atskleisti gebėjimus, būtinus mokytojo veikloje siekiant profesionalumo, ir kaip šie gebėjimai siejasi su transformacinės lyderystės kompetencijos gebėjimais. Tyrimas grindžiamas postrukūralistine tyrimo paradigma, pasitelkiant kokybinio tyrimo strategiją. Tyrimo duomenys rinkti pusiau struktūruoto interviu su mokytojais praktikais (N = 7) metodu. Remiantis teorinio ir empirinio tyrimo analizės duomenimis, daroma išvada, kad ugdymo procese mokytojui būtini tokie veiklos gebėjimai, kurie analogiški transformacinės lyderystės kompetencijos gebėjimams, kuriuos būtina išsiugdyti mokytojui, siekiančiam veikti profesionaliaiRapidly changing modern world imposes new challenges on the system of education, the school, teachers and society. Researchers (Aitken, 2008; Bond, 2011; Niemi, 2012; Bond & Sterrett, 2014) emphasise that changes emerging in all spheres of life, first of all, rest on the school and the teacher and require from the latter a set of new and broader competencies. Assurance of implementation of a shifting vision, goals and objectives of education also call for new competencies of educators (Barkauskaitė, 2005). According to G. Mažeikis (2007), changes and market requirements for the structure of competencies encourage reassessment of the already possessed competencies as well. A particular focus is laid on the ability to change (Mažeikis, 2007) or to adopt new competencies. A well-marked orientation of the researchers towards emphasising leadership, as a separate ability, in the structure of competences (Miller & Cable, 2011) is clearly diverted to the models of leader’s competency (Jokinen, 2005; Hollenbeck & McCall, Silzer, 2006; Bolden & Gosling, 2006; Sydänmaanlakka, 2013). Over the last few decades the idea of new leadership, which has been raised in the research area, has been associated with The Transformational Leadership Theory (Leithwood & Poplin, 1992; Avolio & Bass, 1995; Dubrin, 2004; Bass & Bass, 2008; Yukl, 2013). According to that it raises the purpose of this study – to contribute to the abilities of transformational leadership competency conditioning pedagogical professionalism from the perspective of teacherspractitioners. The analysis of scientific literature revealed that concepts of teacher professionalism depend on social, cultural, economic and political context and the phenomenon is determined differently in different countries connecting it with the professional standards of respective profession. [...]Vytauto Didžiojo universitetasŠvietimo akademij