32 SES 06 B, Inclusion as Organizational Learning of Preschools and of other Educational Organizations
There is enough evidence that educational manager’s leadership competencies have a direct impact on students achievement. Although according to Freeman, (2010) the success of any business or activity is based on satisfaction of all main stakeholders’ expectations. All stakeholders of educational institutions were classified into 4 categories according to Power versus interest grid (O'Donovan, 2014). The stakeholders under Players category were chosen as the main participants of the empirical research. Also potential customers from Subjects category were chosen in addition.
The main clusters of the theoretical leadership competency framework were drawn from the Leadership model, created at University of Florida (2014): build trust, create and communicate vision, generate alignment, cultivate talent. According to local requirements for educational managers, the additional cluster was added: organize the process of early childhood education and care.
Methods used in the research: interview, focus groups, survey The qualitative empirical research has been performed applying the method of in - depth interview in order to examine what kind of attitudes do founders and principals have towards theoretical model of educational leadership competencies. This method was chosen and questions were developed as researchers (Cohen, Manion, Morrison, 2012: 279) suggest “in the way to ensure interviewer is sufficiently knowledgeable about the subject matter that she or he can conduct the interview in an informed manner and interviewee does not feel threatened by lack of knowledge”. The Focus groups have been conducted in order to disclose the attitude of employees and parents towards theoretical model of educational leadership competencies. 64 respondents were questioned in order to understand potential customers’ views on importance of leadership competencies while choosing educational institution for their children. All the research participants (parents, founders of institutions, principals, employees, potential customers) were chosen according the requirements for qualitative sample (Cohen, Manion, Morrison, 2012). Thus 91 respondents were selected using non-probability sampling, snowball method: 14 informants for the Intervius and 13 informants for two focus groups (6 parents and 7 staff members).
The analyses of research literature and best practices showed that Leadership model is very important instrument while selecting staff members and/or heads of educational institutions. It’s important to stress that private early childhood education institutions don’t use any selection instruments in contrary to public institutions which has to use it because of Lithuanian governmental regulations. The analyses of empirical data disclosed and let us to compare and classified the attitudes of different stakeholders towards the main components of Leadership model: 1) for institutional founders the most valuable competence clusters are generating alignment and creating and communicating vision; 2) for principals - to build trust, and organise ECEC process; 3) for employees - to build trust, generate alignment; 4) for parents - to build trust; cultivate talent; 4) for potential customers - organise ECEC process, build trust. Main conclusion could be drawn from research data: in order to build up the inclusive leadership in the early childhood education institutions the balance has to be made by accepting different expectations towards leadership competences of all stakeholders. The competency framework, built together with main stakeholders, can become as a beneficial tool for selection, evaluation and professional development of principals.
Hussin, S., & Al Abri, S. (2015). Professional Development Needs of School Principals in the Context of Educational Reform. International Journal Of Educational Administration And Policy Studies, 7(4). Internet access: https://eric.ed.gov/?id=EJ1138449 Redmond, E. (2013). Competency Models at Work: The Value of Perceived Relevance and Filipova, M. K. (2015). Model of Development of Manager’s Leadership Competences, Economic Processes Management, (4), 9-18. Rajbhandari, M. S., & Rajbhandari, S. (2015). Leadership Maintenance: Filling the Gap for Leadership Competences. Educational Research And Reviews, 10(21), 2777-2788.Internet access: https://eric.ed.gov/?id=EJ1084151 Ross, D. J., & Cozzens, J. A. (2016). The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate. Journal Of Education And Training Studies, 4(9), 162-176. Internet acess: https://eric.ed.gov/?id=EJ1131761; Talan, T. N., Bloom, P. J., & Kelton, R. E. (2014). Building the Leadership Capacity of Early Childhood Directors: An Evaluation of a Leadership Development Model. Early Childhood Research & Practice, 16(1). Internet access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1045231 Wahyuddin, W. (2017). Headmaster Leadership and Teacher Competence in Increasing Student Achievement in School. International Education Studies, 10(3), 215-226. Internet Access: https://eric.ed.gov/?id=EJ1138449
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