Liderski Stil Nastavnika i Efektivnost Nastave

Abstract

Na ključni udeo liderstva nastavnika u učenju učenika, efektivnosti nastavnog pocesa, inovativnim i produktivnim pristupima nastavnom radu, klimi i kulturi na nivou škole, unapređenju škole, izradi politike obrazovanja i planiranju reformi obrazovanja ukazala su istraživanja i praksa drugih zemalja. Reklo bi se da je efektivnost nastave samo jedna od oblasti u kojoj liderstvo nastavnika može pomoći u rešavanju najosetljivijih i relevantnih problema u obrazovanju, a naposletku (i najvažnije) inicira učenike da uče. Poslednjih godina često su u okvir analize uzimani lideri na formalnim pozicijama te su direktori škola u takvim poduhvatima dobili na značaju dok su u potpunosti bibavi skrajnuti oni koji na direktan način doprinose efektivnosti nastave. Upravo usled nedostatka inicijative ali i istraživanja da se u okvir analize uzmu karakteristike ponašanja nastavnika koje direktno doprinose efektivnosti nastave, ovo istraživanje sprovedeno je sa ciljem ispitivanja povezanosti između liderskog stila nastavnika i efektivnosti nastave operacionalizovane kroz pokazatelje povoljne klime za učenje i pokazatelje angažovanosti učenika u nastavi i učenju.

U istraživanju je učestvovalo ukupno 500 učenika završnih razredasrednjih škola u Nišu (4 gimnazije i 4 stručne škole). Primenjeni su Multifaktorskiupitnik liderstva i Tripod upitnik, prevedeni i adaptirani kulturnom i pedagoškomkontekstu i potrebama istraživanja.

Nalazi istraživanja sugerišu da liderski stilovi nastavnika doprinoseefektivnosti nastave. Utvrđena je pozitivna povezanost između svih komponentitransformacionog liderskog stila nastavnika i pokazatelja povoljne klime za učenje,kao i između komponenti transakcionog liderskog stila nastavnika i pokazateljapovoljne klime za učenje. Kao važan nalaz ove studije može se izdvojiti onaj kojimse konstatuje da su se karakteristike transformacionog liderstva pokazaleuticajnijim. Rezultati ukazuju i na pozitivne korelacije pomenutih stilova sapokazateljima angažovanosti učenika u učenju, što je u slučaju transakcionogliderstva nastavnika neočekivan nalaz. Dalje, istraživanje je potvrdilo da varijablepoput pola, tipa škole, obrazovnog smera i školskog uspeha ispitanika participirajuu percepciji liderskog stila nastavnika. Proveravanjem odnosa među konstruktimastrukturalnim modelovanjem potvrđen je predloženi model transformacionotransakcionog liderstva.

S obzirom na to da u Srbiji istraživanja liderstva nastavnika nisu česta,ovo istraživanje moglo bi se svrstati u prva istraživanja u ovoj oblasti, a kao takvoono otvara važna pitanja i ima značajne implikacije na buduća istraživanja,nastavnu praksu i profesionalni razvoj nastavnika. Razvijanje praksekombinovanog, odnosno transformaciono-transakcionog liderstva nastavnika nanivou srednje škole, pozitivno rezultira u pogledu efektivnosti nastave. Ovajzaključak, pored ostalog, sugeriše na potrebu za razvijanjem programaprofesionalne obuke nastavnika koji bi se na obuhvatniji način bavili osnaživanjemliderskih kapaciteta nastavnika koji su već sastavni deo nastavnog procesa, iuvođenjem novih nastavnih predmeta, odnosno inoviranjem postojećih studijskihprograma za one koji se tek pripremaju za nastavnička zvanja. Realizovanoistraživanje ima izvesna ograničenja, posebno ako se uzme u obzir da su njimeobuhvaćene škole samo jednog grada na jugu Srbije, kao i da su jedini izvorinformacija bili učenici, te da su sve varijable merene na osnovu njihovihpercepcija. Na ovom polju neophodno je realizovati što različitija i analitičnijaistraživanja u kojima bi participirali svi oni koji na direktan ili indirektan načinučestvuju u obrazovno-vaspitnom radu (nastavnici, direktori škola, pa čak iroditelji) kako bi se došlo do što kompletnije slike o područjima u kojima je važnoubuduće delati.

Alternate abstract:

Researches and practices in other countries have indicated the key role of teachers’ leadership in students’ learning, effectiveness of teaching process, innovative and productive approaches to teaching, school climate and school culture, school improvement, creating education policy and planning of educational reforms. It can be said that teaching effectiveness is just one area in which teachers’ leadership could help in solving the most sensitive and relevant educational problems, and ultimately, and most importantly initiates students to learn. In recent years, leaders in formal positions have often been the focus of analysis so school principals have become the main figure and most important in such efforts, while those who directly contribute to teaching effectiveness was marginalized. Just because of the lack of initiative and researches that take into account characteristics of teachers' behavior that directly influence teaching effectiveness, this research was conducted with the aim of examining correlations between teachers' leadership style and teaching effectiveness operationalized by the indicators of favorable climate for learning and indicators of student engagement in teaching and learning.

The research included 500 students of final grades of secondary schools from territory of Nis (4 general-education secondary schools and 4 vocational schools. Two research instruments were used: Multifactor leadership questionnaire and Tripod survey, which were translated into Serbian language and adapted to educational and cultural context and research needs.

Research findings suggest that teachers' leadership styles contribute to the teaching effectiveness. A positive correlation was found between all the components of the transformational leadership style of teachers and 7Cs, as well as between the components of transactional leadership style of teachers and the 7Cs. An important finding of this study is one which indicates that the characteristics of the transformational leadership have been more influential. The results also indicate positive correlations of the above mentioned leadership styles with indicators of students' engagement in learning, which in the case of transactional leadership of teachers is an unexpected finding Moreover, the research has confirmed that variables such as gender, type of school, educational profiles and school success of respondents participate in the perception of teachers' leadership style. Finally, with checking the relationship between constructs by structural equation modeling, a proposed model of transformational-transactional leadership was confirmed.

Considering that researches of teachers leadership is not often carried out in Serbia, this research could be classified among the first researches in this field, and as such opens important questions and has significant implications on future researches, teaching practice and professional development of teachers. Development of practice of combined, i.e. transformational-transactional teacher leadership on secondary school level has positive results in teaching effectiveness. This conclusion among others suggests the need for development of professional teachers' training programs that would be more comprehensive in empowerment of leadership capacities of teachers already involved in teaching profession, and introducing new teaching subjects, i.e. innovating existing study programs for those who are preparing for teaching. The conducted research has certain limitations, especially if it is taken into account that it covered some secondary schools from one city in the south of Serbia, and that the only source of information were the pupils, so that all the variables were measured based on their perceptions. It is necessary to realize heterogenous and more analytical research in this field in which would be included all those who directly or indirectly participate in educational process (teachers, school principals, even parents) in order to get clearer and comprehensive picture of the domains in which are important to take actions in future.