Edukacines inovacijas bendrojo lavinimo mokykloje lemiantys veiksniai: mokytojų novatorių požiūris
Educational innovations in comprehensive schools: teachers-innovators attitude to the factors

Summary/Abstract: Permanent changes in the society and in the educational system determine changes in educational practice. These changes are based on the implication 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. of innovations into educational practice (hereafter this process is named as educational innovations). Educational innovations are influenced by external factors (macro-environment) and internal factors (micro-environment, personality of the teacher). Empirical quantitive research of the attitudes of the teachers-innovators shows that educational innovations are promoted by the activities that are interesting for the teacher, provides job satisfaction and helps to enhance the professional knowledge and skills. Financial benefit of the activities is an important factor promoting educational innovations, but it is not as important as moral and spiritual values. Informal self-directed-learning is an important factor in educational innovations. More than half of the respondents indicated that the educational innovations are promoted by informal self-directedlearning as it improves the professional competence of the teacher. Meanwhile, formal self-rainings designed for gaining a higher qualification rate was positively evaluated only by less than one-fifth of the respondents (questioned teachers-innovators). Educational innovations are influenced by external factors. Macro environment components involving education policy, economical situation, high technologies are evaluated differently. Only one percent of respondents believe that the economical situation can lead to educational innovations and less than one-fifth of the respondents think that educational innovations are promoted by an appropriate educational policy. However, even four-fifths of respondents state that the educational innovations are promoted by information and communication technologies. Empirical qualitative research reveals the problems that raise difficulties for implementing educational innovations in the comprehensive schools. The successful implementation of innovations is limited due to the number of factors: insufficient time for planning (lack of time), pedagogical inertia (conservatism), fast-changing educational objectives and lack of methodological support. Teachers’ attitude to the factors promoting educational innovations depends on the qualification rate and the term of the professional experience of the teacher while the subject taught does not affect teachers’ attitude to factors determining educational innovations.

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