Mokytojo profesionalumą lemiantys transformacinės lyderystės gebėjimai: mokytojų praktikų požiūris
Abilities of Transformational Leadership Conditioning Teacher Professionalism: the Perspective of Teachers-Practitioners

Summary/Abstract: Rapidly 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).

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