| Abstract | Pedagoške kompetencije - motivacija, komunikacija, međuljudski odnosi, uvođenje inovacija i promjena od iznimne su važnosti u gotovo svakom području rada, a uz praćenje i unapređivanje nastave, posebno su značajne u odgoju i obrazovanju. Ravnatelji kao čelne osobe škola trebaju posjedovati mnoge kompetencije među kojima svakako trebaju biti i pedagoške. Stoga se u radu govori o ulozi ravnatelja kao poslovodnog i stručnog voditelja škole pri čemu se naglasak stavlja na njegove temeljne funkcije, uz što se dobiva predodžba o tome što točno ravnatelj u školi radi i kako preko tih poslova utječe na razvoj svoje škole. Naglašava se uloga općih kompetencija te dalje pedagoških kao neophodnih za uspješno vođenje odgojno-obrazovnih ustanova. Prikazuju se podaci empirijskog istraživanja kojemu je cilj bio istražiti stavove, mišljenja i iskustva sudionika istraživanja o određenim područjima pedagoških kompetencija ravnatelja te utvrditi da njihova primjena vodi uspješnijoj odgojno-obrazovnoj praksi. Za dobivanje tog uvida korištena je metoda intervjuiranja uz 5 osnovnih istraživačkih pitanja koje odgovaraju naprijed navedenim pedagoškim kompetencijama, a ispitanici su bili ravnatelji nekoliko osnovnih škola. Zaključno, rezultati istraživanja pokazuju kako ispitani ravnatelji smatraju da posjeduju pedagoške kompetencije te da su svjesni njihovog značaja za optimalno obavljanje poslova ravnatelja. Međutim, pokazalo se i kako svatko od ispitanih ravnatelja pedagoške kompetencije shvaća i koristi na svoj, različit način. Navedeno nužno ne mora biti loše, ali svakako upućuje na potrebu trajnog naglašavanja značaja pedagoških kompetencija, kao i njihova razvoja u okvirima formalnog i neformalnog obrazovanja svih pedagoških djelatnika, od kojih će neki možda obnašati poslove ravnatelja. |
| Abstract (english) | Pedagogical competencies – motivation, communication, interpersonal relations, innovating and change-making are extremely important in almost every field of work worldwide, and with monitoring of teaching included among them, they are altogether especially significant in education. Since headmasters are people at the head of every school unit, it is crucial that they possess various competencies, among which pedagogical ones should most definitely be included. Accordingly, this paper discusses the headmaster's role as managing and expert leader of the school with an emphasis on his fundamental functions. There, an image of what headmaster exactly does in school and how he impacts the progression of his school through these functions is given. The role of basic competencies is stressed and after them, the emphasis is put on the role of pedagogical ones that are necessary for successful school leading. After that, the results of empirical research are shown. The main purpose of this research was to explore examinees’ views, opinions and experiences about specific areas of pedagogical competencies and to prove that their use leads to more successful educational practice. To provide this insight, the used method was interviewing, which contained 5 fundamental research questions that matched pedagogical competencies already listed. Examinees were headmasters of several elementary schools. To conclude, research results show that headmasters included in this research think that they possess pedagogical competencies and are aware of their importance in optimal performing of headmaster’s job. However, it has been shown that each examinee understands and uses those competencies in their own, different way. That is not necessarily a bad thing, but it certainly implies the need for constant emphasizing of pedagogical competencies’ importance, as well as their development in formal and informal education of all pedagogical employees who might one day become headmasters themselves. |
