https://doi.org/10.59132/vviz/2019/2/3-24
Povzetek
Pogosto smo lahko priča stališču, da je izpolnjevanje nalog poslovodnega organa šole ali vrtca za ravnatelje zahtevna naloga, ki terja precej časa. Če se odmaknemo od dileme, ali je takšen način delovanja ravnateljev najustreznejši ali ne, se pojavi vprašanje o njihovi usposobljenosti za samostojno opravljanje tovrstnih nalog. Članek predstavlja pregled stališč udeležencev programa Šole za ravnatelje – to so so številni novoimenovani ravnatelji in pomočniki ravnateljev – v zvezi z opravljanjem nalog na področju pravnega poslovanja. Rezultati, ki smo jih pridobili na podlagi vprašalnika, so bili osnova za sklepanje o tem, kako usposobljene se udeleženci programa čutijo za opravljanje tovrstnih nalog, kako razumejo pomen pravnega poslovanja in kakšna so njihova stališča do opravljanja tovrstnih nalog oziroma pričakovanja v zvezi s tem. Prispevek ponuja vpogled v stališča in pričakovanja novoimenovanih ravnateljev, pomočnikov ravnateljev in strokovnih delavcev, ki resno razmišljajo o ravnateljevanju, v zvezi z opravljanjem nalog spravnega področja. Na podlagi tega bomo v sklepu predstavili predlog za eno od mogočih izboljšav v profesionalnem razvoju ravnateljev, in sicer sistemski pristop upravljanja z znanjem.
Abstract
The Views of Participants at the National School for Leadership in Education on Performing Duties in the Legal Field
The view that, in schools and kindergartens, carrying out the responsibilities of the management body represents a demanding and timeconsuming assignment for headteachers, can often be encountered. Moving away from the dilemma of whether or not this type of work is ideally suited to principals, the concern about their competence to independently perform such tasks arises. This article presents an overview of the opinions of participants in the National School for Leadership in Education programme – a number of newly appointed headteachers and assistant headteachers – regarding the performance of tasks in the field of legal management. The results obtained through the questionnaire served as a basis for determining how qualified the programme participants felt for performing this kind of tasks, what their understanding of the meaning of legal operation and their stance on performing such duties or related expectations were. The article opens a window into the attitudes and expectations of newly appointed headteachers, assistant headteachers and those among teaching staff who are seriously considering headship, regarding the performance of responsibilities in the legal field. Based on this, the conclusion proposes a suggestion for one of the potential improvements in headteachers’ professional development, namely a systematic approach to knowledge management.