Nevojat për zhvillim profesional të drejtuesve dhe bashkëpunëtorëve profesionalë të shkollës në arsimin fillor dhe të mesëm të ulët
DOI:
https://doi.org/10.62928/kp.v3i.6011Abstrakti
Një sistem kualitativ dhe efikas i arsimit është një ndër mjetet themelore për zhvillimin e përgjithshëm të një vendi.
Shkollat dhe stafi i tyre kanë rol vendimtar sa u përket shkollimit, arsimimit, trajnimit të kuadrove të reja, duke i mundësuar vendit të përmbushë standardet dhe t’i bashkohet familjes së madhe evropiane. Në këtë kontekst, drejtuesit e shkollave dhe bashkëpunëtorët profesionalë kanë një rol esencial.
Qëllimi i këtij studimi ishte identifikimi i nevojave për zhvillimin profesional të drejtuesve dhe bashkëpunëtorëve profesionalë të shkollës në arsimin fillor dhe të mesëm të ulët. Për realizimin e këtij hulumtimi është ndjekur qasja kërkimore me metodë të përzier, janë aplikuar qasjet cilësore dhe sasiore, bazuar në modelin përshkrues dhe vlerësues. Janë përdorur pyetësori për drejtuesit dhe pyetësori për bashkëpunëtorët profesionalë të shkollës në arsimin fillor dhe të mesëm të ulët në Kosovë. Popullacionin e hulumtimit e përbëjnë të gjithë drejtuesit dhe bashkëpunëtorët profesionalë të shkollës në arsimin fillor dhe të mesëm të ulët në Kosovë. Në studim u përfshinë 100 drejtues dhe 85 bashkëpunëtorë profesionalë.
Rezultatet empirike treguan se një numër i konsiderueshëm i drejtuesve dhe bashkëpunëtorëve profesionalë nuk kanë paraqitur nevojën për zhvillim profesional. Në bazë të hulumtimit u gjet se ekzistojnë dallime statistikisht të rëndësishme në mes të bashkëpunëtorëve profesionalë të moshave të ndryshme, lidhur me nevojën për zhvillim profesional.
Drejtuesit e shkollës dhe bashkëpunëtorët profesionalë duhet të angazhohen më shumë për zhvillimin e tyre profesional. Duhet të krijohet një sistem monitorimi i rregullt, i cili përfshin vlerësimin e nevojave për zhvillim profesional dhe sigurimin e informacionit për mundësitë e ofrimit të trajnimeve. Ky monitorim duhet të jetë më sistematik dhe i përfshirë në proceset e menaxhimit të shkollave.
Rezultatet e hulumtimit na japin një pasqyrë më të qartë rreth zhvillimit profesional të drejtuesve të shkollave dhe bashkëpunëtorëve profesionalë. Në bazë të këtyre rezultateve, institucionet duhet të hartojnë politika të qarta rreth zhvillimit profesional dhe të bëjnë një identifikim të qartë për nevojat e drejtuesve dhe bashkëpunëtorëve profesionalë.
Fjalët kyçe:
bashkëpunëtorë profesionalë, drejtues, identifikim, nevojë, shkollë, zhvillim profesional.Shkarkimet
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References
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Aliu-Gashi, M. (2019). Identifikimi i nevojave për zhvillim profesional të edukatoreve në Kosovë. Kërkime Pedagogjike, 144-172.
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Anane, M. (2022). Non-teaching Staff’s Participation in Training and Development Programmes: A qualitative inquiry. European Journal of Training and Development Studies, Vol.9 No.2, 27-39.
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Anderson, M. E. (1991). Principals: How to train, recruit, select, induct, and evaluate leaders for america's schools. Eugene: ERIC Clearinghouse on Educational Management College of Education, University of Oregon.
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Antiado, Djonde Frega A. et al. (2020). Managing Professional Development Activities for Non-teaching Staff: For Professional Growth. Universal Journal of Educational Research 8 (7), 3280-3285.
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ASCAP. (2021). Identifikimi i nevojave për zhvillim profesional të punonjësve arsimorë në arsimin parauniversitar. Tiranë: ASCAP.
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Barnett B. G., Shoho, A. R. and Oleszewski A. M. (2012). The job realities of beginning and experienced assistant principals. Leadership and Policy in Schools 11, 92–128.
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Berry, A. (2004). Confidence and uncertainty in teaching about teaching. Australian Journal of Education, 48( 2), 149-165.
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Beyer, B. (2009). An Imperative for Leadership Preparation Programs: Preparing Future Leaders to Meet the Needs of Students, Schools, and Communities. International Journal of Educational Leadership Preparation, 4 (1), 1-12.
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Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 3-15.
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Bransford, D. J. et al. (Eds.). (1999). How people learn: brain, mind, experience, and school. Washington: National Academy Press.
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Brejc, M., et al. (2008). Teoretična izhodišča in okvir ugotavljanja in zagotavljanja kakovosti v vzgoji in izobraževanju v Sloveniji. Në I. M. (Eds.), Studija nacionalnih in mednarodnih pristopov h kakovosti v vzgoji in izobrazevanju (fv. 10-33). Ljubljana: Sola za ravnatelje.
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Bujari, A. Buzhala, S. (2024). Professional Development Needs of Primary and Lower Secondary Teachers. Pakistan Journal of Life and Social Sciences (PJLSS) Volume 22, Issue 1, 5954-5968.
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Elçi, A. & Yaratan, H. (2012). Needs for Professional Development in Teaching and Learning in an International University. Eurasian Journal of Educational Research, Issue 49/A, 47-66.
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European Commission. (2009). Key Data on Education in Europe. Luxembourg: Office for Official Publications of the European Communities.
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Fatih, M. (2020). School Principal Support in Teacher Professional Development. International Journal of Educational Leadership and Management. 9 (1), 54-75.
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Garaba, A. M. (2022). Non-teaching staff in the education system in Tanzania: A review paper on training practices and service delivery. International Journal of Scientific Research and Management, 10 (5), 22-36.
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Janaqi, G. et al. (2021). Identifikimi i nevojave për zhvillim profesional të punonjësve arsimorë në arsimin parauniversitar. Tiranë: ASCAP DHE MASR.
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Jayaweera, J. S., Karunathilake. K and S. Weligamage. (2021). Significance of professional development of education leaders: Evidence from literature review. International Journal of Higher Education Management (IJHEM), Vol. 7 Number 2, 12-23.
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Khan, Intakhab Alam and A. Naseeb Khan. (2014). Factors Affecting Teacher Development Activities: A Theoretical Perspective. Asian Journal of Multidisciplinary Studies, 83-90.
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Kuvendi i Republikës së Kosovës. (2011). Ligji pë arsimin parauniversitar në Republikën e Kosovës. Prishtinë: Gazeta Zyrtare e Republikës së Kosovës.
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Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 149–170.
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MAShT. (2017). Korniza strategjike për zhvillimin e mësimdhënësve në Kosovë. Prishtinë: MAShT.
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Mathibe, I. (2007). The professional development of school principals . South African Journal of Education, Vol 27 (3) , 523-540 .
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McLaughlin, M. W. (1997). Rebuilding teacher professionalism in the United States. Në &. R. A. Hargreaves, Beyond educational reform. Bringing teachers back in (fv. 77–93). Buckingham: Open University Press.
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Morrison, K. (2010). Complexity Theory, School Leadership and Management: Questions for Theory and Practice. Educational Management Administration & Leadership 38 (3), 374-393.
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Myung, J., Loeb, S. and Horng, E. (2011). Tapping the principal pipeline: Identifying talent for future school leadership in the absence of formal succession management programs. Educational Administration Quarterly 47, 695–727.
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Ninlawana, G. (2015). Factors which Affect Teachers’ Professional Development in Teaching Innovation and Educational Technology in the 21st Century under the Bureau of Special Education, Office of the Basic Education Commission. Procedia - Social and Behavioral Sciences, 1732 – 1735.
-
Oleszewski, A., Shoho, A., & Barnett, B. (2012). The development of assistant principals: A literature review. Journal of Educational Administration, 50 (3), 264-286.
-
Oyedele, V.&Chikwature, W. (2016). Factors that affect professional development in education on teacher efficacy in Chipinge district high schools. European Journal of Research in Social Sciences, 56-71.
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Pashiardis, P.&S. Brauckmann. (2009). Professional development needs of school principals. Në Richard Green (Ed.), Commonwealth education partnerships (fv. 120-124). Nexus Strategic Partnerships.
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Pont, B., D. Nusche and H. Moorman. (2008). Improving School Leadership, Volume 1: Policy and Practice. OECD.
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Trakman, L. (2007). Modelling University Governance. Higher Education Quarterly, 62, 1-2.
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Windschitl, M. (2009). Cultivating 21st Century Skills in Science Learners: How Systems of Teacher Preparation and Professional Development Will Have to Evolve. Paper prepared for the Workshop on Exploring the Intersection of Science Education and the Development of 21st Century Skills, National Research Council.
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Yenen, E. T. and M. K. Yöntem. (2020). Teachers Professional Development Needs: A Q Method Analysis. Discourse and Communication for Sustainable Education, 159-176.
References
Aliu-Gashi, M. (2019). Identifikimi i nevojave për zhvillim profesional të edukatoreve në Kosovë. Kërkime Pedagogjike, 144-172.
Anane, M. (2022). Non-teaching Staff’s Participation in Training and Development Programmes: A qualitative inquiry. European Journal of Training and Development Studies, Vol.9 No.2, 27-39.
Anderson, M. E. (1991). Principals: How to train, recruit, select, induct, and evaluate leaders for america's schools. Eugene: ERIC Clearinghouse on Educational Management College of Education, University of Oregon.
Antiado, Djonde Frega A. et al. (2020). Managing Professional Development Activities for Non-teaching Staff: For Professional Growth. Universal Journal of Educational Research 8 (7), 3280-3285.
ASCAP. (2021). Identifikimi i nevojave për zhvillim profesional të punonjësve arsimorë në arsimin parauniversitar. Tiranë: ASCAP.
Barnett B. G., Shoho, A. R. and Oleszewski A. M. (2012). The job realities of beginning and experienced assistant principals. Leadership and Policy in Schools 11, 92–128.
Berry, A. (2004). Confidence and uncertainty in teaching about teaching. Australian Journal of Education, 48( 2), 149-165.
Beyer, B. (2009). An Imperative for Leadership Preparation Programs: Preparing Future Leaders to Meet the Needs of Students, Schools, and Communities. International Journal of Educational Leadership Preparation, 4 (1), 1-12.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 3-15.
Bransford, D. J. et al. (Eds.). (1999). How people learn: brain, mind, experience, and school. Washington: National Academy Press.
Brejc, M., et al. (2008). Teoretična izhodišča in okvir ugotavljanja in zagotavljanja kakovosti v vzgoji in izobraževanju v Sloveniji. Në I. M. (Eds.), Studija nacionalnih in mednarodnih pristopov h kakovosti v vzgoji in izobrazevanju (fv. 10-33). Ljubljana: Sola za ravnatelje.
Bujari, A. Buzhala, S. (2024). Professional Development Needs of Primary and Lower Secondary Teachers. Pakistan Journal of Life and Social Sciences (PJLSS) Volume 22, Issue 1, 5954-5968.
Elçi, A. & Yaratan, H. (2012). Needs for Professional Development in Teaching and Learning in an International University. Eurasian Journal of Educational Research, Issue 49/A, 47-66.
European Commission. (2009). Key Data on Education in Europe. Luxembourg: Office for Official Publications of the European Communities.
Fatih, M. (2020). School Principal Support in Teacher Professional Development. International Journal of Educational Leadership and Management. 9 (1), 54-75.
Garaba, A. M. (2022). Non-teaching staff in the education system in Tanzania: A review paper on training practices and service delivery. International Journal of Scientific Research and Management, 10 (5), 22-36.
Janaqi, G. et al. (2021). Identifikimi i nevojave për zhvillim profesional të punonjësve arsimorë në arsimin parauniversitar. Tiranë: ASCAP DHE MASR.
Jayaweera, J. S., Karunathilake. K and S. Weligamage. (2021). Significance of professional development of education leaders: Evidence from literature review. International Journal of Higher Education Management (IJHEM), Vol. 7 Number 2, 12-23.
Khan, Intakhab Alam and A. Naseeb Khan. (2014). Factors Affecting Teacher Development Activities: A Theoretical Perspective. Asian Journal of Multidisciplinary Studies, 83-90.
Kuvendi i Republikës së Kosovës. (2011). Ligji pë arsimin parauniversitar në Republikën e Kosovës. Prishtinë: Gazeta Zyrtare e Republikës së Kosovës.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 149–170.
MAShT. (2017). Korniza strategjike për zhvillimin e mësimdhënësve në Kosovë. Prishtinë: MAShT.
Mathibe, I. (2007). The professional development of school principals . South African Journal of Education, Vol 27 (3) , 523-540 .
McLaughlin, M. W. (1997). Rebuilding teacher professionalism in the United States. Në &. R. A. Hargreaves, Beyond educational reform. Bringing teachers back in (fv. 77–93). Buckingham: Open University Press.
Morrison, K. (2010). Complexity Theory, School Leadership and Management: Questions for Theory and Practice. Educational Management Administration & Leadership 38 (3), 374-393.
Myung, J., Loeb, S. and Horng, E. (2011). Tapping the principal pipeline: Identifying talent for future school leadership in the absence of formal succession management programs. Educational Administration Quarterly 47, 695–727.
Ninlawana, G. (2015). Factors which Affect Teachers’ Professional Development in Teaching Innovation and Educational Technology in the 21st Century under the Bureau of Special Education, Office of the Basic Education Commission. Procedia - Social and Behavioral Sciences, 1732 – 1735.
Oleszewski, A., Shoho, A., & Barnett, B. (2012). The development of assistant principals: A literature review. Journal of Educational Administration, 50 (3), 264-286.
Oyedele, V.&Chikwature, W. (2016). Factors that affect professional development in education on teacher efficacy in Chipinge district high schools. European Journal of Research in Social Sciences, 56-71.
Pashiardis, P.&S. Brauckmann. (2009). Professional development needs of school principals. Në Richard Green (Ed.), Commonwealth education partnerships (fv. 120-124). Nexus Strategic Partnerships.
Pont, B., D. Nusche and H. Moorman. (2008). Improving School Leadership, Volume 1: Policy and Practice. OECD.
Trakman, L. (2007). Modelling University Governance. Higher Education Quarterly, 62, 1-2.
Windschitl, M. (2009). Cultivating 21st Century Skills in Science Learners: How Systems of Teacher Preparation and Professional Development Will Have to Evolve. Paper prepared for the Workshop on Exploring the Intersection of Science Education and the Development of 21st Century Skills, National Research Council.
Yenen, E. T. and M. K. Yöntem. (2020). Teachers Professional Development Needs: A Q Method Analysis. Discourse and Communication for Sustainable Education, 159-176.
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