PECULIARITIES OF FORMATION OF LEADERSHIP QUALITIES OF SECONDARY SCHOOL PUPILS IN MODERN EDUCATION
Leaders have been involved in all cultures throughout human history. In modern society, not only is education of a person required, but also a high level of culture, not only deep knowledge in various fields of science and technology, but also the ability to live in society. The main parameters of a child’s personal development are his orientation towards universal human values, humanity, intellect, creativity, activity, self-esteem, and independence in thinking. In Western countries, a variety of psychometric and sociometric tests and methods have been created, which are successfully used in practice.
Keywords: Headteachers, positive influence, targetsetting, distributed leadership, learning environment, strong moral, interacting individuals.
INTRODUCTION
School is a learning environment, and its heart is a teacher. The search engine is unique in the creativity of the teacher his way — transforming his lessons into the heart of a person to find out. To be a teacher, to be honored, to respect, Keeping clean is the duty of each teacher. It is its own his profession, his discipline, all his disciples, and his school are endless a loving person. A new formation in a changing society teacher — all pedagogical tools mastered, constantly striving for selfimprovement, chivalrous, mature, competent person’s competence. The new formation is the teacher’s success, through the axis develop, develop. To market teacher requirements: competitiveness, education high quality, professionalism, methodology skill in work.
The most successful school leaders are flexible rather than dogmatic in their thinking within a system of core values including persistence, resilience and optimism, such traits help explain why successful leaders facing daunting conditions are often able to push forward when there is little reason to expect progress. Research internationally confirms these two statements and demonstrates the nature of such values-led, flexible, persistent, resilient and optimistic leadership in the face of the challenge of parental passivity, emotionally and intellectually alien community environments and, in some cases, national policies which are not perceived by the headteachers to be of particular benefit to the school. Much literature has long acknowledged the strong sense of vocation which the best leaders (and teachers) demonstrate through their presence and their work. The evidence is unambiguous – the most effective leaders have strong moral and ethical purposes and a strong sense of social justice. They care passionately about improving educational experiences for all groups of students, especially those from disadvantaged backgrounds. These are evidenced in the ways in which effective leaders ensure that ultimately all stakeholders (teachers, non-teaching staff, students, parents, governors and the broader community) participate through forms of capacity building, distributed leadership, and along with these, increased collective responsibility and accountability for promoting student progress and achievement. Research also tells us that moral/ethical purposes in action are evidenced by:
— regular professional dialogue about teaching and learning;
— strong social support in problem solving (care); — shared goals and collective responsibility;
— individual and collective efficacy • norms of equity and justice.
Nonetheless, some significant differences were found in both primary and secondary schools between the three improvement groups in terms of the extent to which headteachers reported change or improvement across their schools, including aspects related to disciplinary climate, reduction of staff mobility and enhanced commitment and enthusiasm of staff. More improvements or changes were likely to be reported by headteachers in the ‘Low’ to ‘Moderate’ or ‘High’ improvement groups. This finding provides evidence that effective headteachers have a positive influence on the ‘mindset’ of the school and its culture, including fostering positive staff and student relationships in the school. School leaders tended to improve teaching and learning and student outcomes indirectly and most powerfully through their influence on staff motivation, commitment and working conditions. This is likely to be especially important for schools in challenging circumstances which start from a low base in terms of student attainment. In both primary and secondary sectors there were significant differences between the three school improvement groups in relation to the reported use of data to improve the quality of teaching and learning. Analysis provides evidence for the hypothesis that effective headteachers in English schools use and ensure that staff adopt evidencebased approaches to the use of assessment data, intervening early and monitoring and evaluating continually at school, department and classroom level. In addition, while the use of data to inform individual student targetsetting was widespread, it was a particular feature of the ‘Low’/‘Moderate’/‘High’ improvement groups. These features seem to be particularly important for the improvement strategies of schools improving from a low attainment base.
MAIN PART
The influence of variables on pupils’ learning and behaviour is indirect, but there is clear evidence of their effects on retention and attendance of staff, improvements in student attendance and behaviour, and increases in student motivation, engagement and sense of responsibility for learning, all of which are themselves the result of leadership values, strategies and actions. While all the links between the different dimensions are statistically significant, some are stronger than others.
The strength of these connections indicates which features of leadership practice are most closely linked. Highly effective and improving schools tend to reduce within school variation by building common goals and being consistent in their approach. The analysis provides new empirical data that shows that it is the combination and accumulation of actions and strategies over time that results in school improvement: the headteachers’ leadership directly both creates and influences improvements in the school organization, the teachers, and in the teaching and learning environment, which in turn indirectly improves student outcomes.
Current conceptions of distributed leadership do not imply that the formal leadership structures within organizations are removed or redundant. Instead, it is assumed that there is a relationship between vertical and lateral leadership processes and that attention is paid to the leadership as interaction rather than just leadership as action. In certain research distributed leadership is seen as an emergent property of a group or a network of interacting individuals. The implication, largely supported by the teacher development and school improvement literature, is that organisational change and development are enhanced when leadership is broad based and where teachers have opportunities to collaborate and to actively engage in change and innovation.
In the late 1990s and early 2000s the contemporary concept of distributed leadership emerged. A recent empirical study of distributed leadership practice suggests that distributed leadership is best understood as ‘practice distributed over leaders, followers and their situation incorporates the activities of multiple groups of individuals’. A recent empirical study of distributed leadership practice suggests that distributed leadership is best understood as ‘practice distributed over leaders, followers and their situation incorporates the activities of multiple groups of individuals’ leadership function is ‘stretched over the work of a number of individuals and the task is accomplished through the interaction of multiple leaders’.
While it is acknowledged that there is very little systematic evidence about the relative contribution to the achievement of organizational goals of different patterns of distributed leadership, there is empirical evidence to support a strong relationship between distributed patterns of leadership and organizational performance. Work which offers a view of distributed leadership as a positive channel for change notes that: … organizations most successful in managing the dynamics of loose–tight working relationships meld strong personalized leadership at the top with distributed leadership. Similarly, a study of ten ‘outstanding’ school leaders, points towards the development of leadership capacity within the school as a key lever of success. While they do not use the term ‘distributed leadership’ there are strong indications that the form of leadership practice they are describing is widely distributed.
There is now a growing body of research evidence which reveals that the successful distribution of leadership depends on the establishment of trust. Trust is essential for the progressive and effective distribution of leadership. It is closely associated with a positive school ethos, improved conditions for teaching and learning, an enhanced sense of teacher autonomy in the classroom and sustained improvement in student behaviour, engagement and outcomes. In a Chicago study teachers in schools where trust had increased over the three-year period reported a greater willingness to try new things; a greater sense of responsibility for their students; more outreach to parents; and a stronger professional community (more shared work, more conversations about teaching and learning, and a stronger collective focus on student learning). Previous research has established strong links between school improvement and trust between headteacher and teacher, teacher and teacher and school professionals and parents. Research has also claimed that trust in leaders both determines organizational performance and is a product of organizational performance. The IMPACT research confirms and extends these findings. The distribution of leadership over time by headteachers in this research was a clear expression of the importance they placed on gaining the trust of others and extending trust to them. The headteachers played an active and instrumental role. Trust is essential for the progressive and effective distribution of leadership in the distribution of leadership and this increased the commitment and self efficacy of staff. Effective distributed leadership depends upon five key factors of trust:
• values and attitudes: beliefs that people cared for their students and would work hard for
their benefit if they were allowed to pursue objectives they were committed to;
• disposition to trust: experience of benefits derived from previous trusting relationships;
• trustworthiness: the extent to which others trusted them;
• repeated acts of trust: enabling the increasing distribution of leadership roles, responsibilities and accountabilities, and the broadening of stakeholder participation;
• building and reinforcing individual relational and organization trust: through interactions, structures and strategies that demonstrated consistency in values and vision and resulted in success.
CONCLUSION
Recent research also finds a significant relationship between a coordinated form of leadership distribution described as planned alignment and teachers’ academic optimism. Planned alignment involves members of a leadership group planning their actions together, periodically reviewing the impact of these actions and revising them accordingly. Academic optimism is a composite of teacher trust, teacher efficacy and organizational good citizenship, all of which are associated with student achievement. Distributed leadership is a concept which is very much ‘in vogue’ with researchers, policymakers, educational reformers and leadership practitioners alike, and there is a growing confidence that this contributes to the effectiveness of the organization. However, while there seems to be widespread interest in the idea of ‘distributing leadership’, there are competing and sometimes conflicting interpretations of what distributed leadership actually means. The definitions and understandings vary from the normative to the theoretical and, by implication, the literature supporting the concept of distributed leadership remains diverse and broad based.
This review has provided an overview of the growing body of international literature that examines the nature and purposes of school leadership and its relationships to school improvement. It has provided a particular focus on the links between leadership and school and classroom processes, in particular examining how leadership can enhance and support better teaching and learning and thus promote better outcomes for students. It is argued that effective leadership is important but not a sufficient condition for successful schools. The review has drawn particular attention to two concepts of leadership: instructional/pedagogical and transformational. While noting particular evidence that instructional/pedagogical leadership has been shown to be important for promoting better academic outcomes for students, it is concluded that the two forms of leadership are not mutually exclusive. It presents recent evidence which reveals that a combination of strategies can be most beneficial in ensuring school success and that most leadership effects operate indirectly to promote student outcomes by supporting and enhancing conditions for teaching and learning through direct impacts on teachers and their work. The review draws attention to the growing demands on school leaders, reflecting increased expectations of the education system in many countries, including greater accountability pressures and emphasis on both raising standards and widening the social goals of schooling. Models of successful schools have been examined and the role of leadership values, practices and emotions highlighted. The evidence suggests that school leaders, particularly principals, have a key role to play in setting direction and creating a positive school culture including the proactive school mindset, and supporting and enhancing staff motivation and commitment needed to foster improvement and promote success for schools in challenging circumstances.
REFERENCES
1. Elmore R. Building a New Structure for School Leadership. Washington, DC: The Albert Shanker Institute, 2000.
2. Foster R, St Hilaire B. The who, how, why, and what of leadership in secondary school improvement: Lessons learned in England. Alberta Journal of Educational Research. 2004; 50(4):354-6.
3. Harris A. Distributed leadership in schools: Developing the leaders of tomorrow. Routledge & Falmer Press, 2008.
4. Harris A, Moos L, Moller J, Robertson J, Spillane J. Exploring different perspectives and approaches to the practice of school leadership. National College for School Leadership, 2007.
Г.Р.Нұрекешова, Л.Серікқызы
Білім берудегі орта мектеп оқушыларының көшбасшылық қасиеттерін қалыптастыру ерекшеліктері
Кызылординский государственний университет им.Коркыт Ата, г.Кызылорда, республика Казахстан Көшбасшылар адамзат тарихының барысында барлық мәдениетте орын алған. Қазіргі заманғы қоғамда адамнан тек білімді болуын талап етіп қана қоймай, жоғары деңгейдегі мәдениет пен ғылым мен техниканың түрлі салаларында терең мамандануын ғана емес қоғамда өмір сүріп тіршілік ете білуді талап етеді. Баланың тұлғалық дамуының негізгі параметрлері оның жалпы адамзаттық құндылықтарға бағытталуы, ізгілік, зиялылық, креативтілік, белсенділік, жеке басының намыс сезімі, ой-пікірдегі тәуелсіздік болып табылады. Осы қасиеттердің даму деңгейі тұлғаның әлеуметтік қалыптасу мен әлеуметтік біліктілігінің көрсеткіштері деп қарастыра отырып, оның көшбасшылық қасиеттерін дамыту — біздің қолымызда екендігі мақалада толықтай баяндалады.
Г.Р.Нурекешова, Л.Сериккызы
Особенности формирования лидерских качеств учащихся средней школы Кызылординский государственний университет им.Коркыт Ата, г.Кызылорда, республика Казахстан
В нашем сегодняшнем мире не хватает лидеров в полном смысле этого слова. Будь то личная, профессиональная или социальная сфера, или же нечто более своеобразное или творческое, нам везде нужны лидеры. Понятие лидерства широко распространено в социологии, политологии, психологии и ряде других наук о человеке и обществе. Этому феномену посвящены обширные теоретические и эмпирические исследования. Изучение лидерства имеет непосредственную прагматическую направленность. В первую очередь, оно служит разработке методов эффективного руководства, а также отбора лидеров. В странах Запада созданы разнообразные психометрические и социометрические тесты и методики, которые успешно используются на практике.