Pastaraisiais metais įvyko svarbių pokyčių, atnaujinant švietimo sistemą visuose jos lygmenyse: nuo ikimokyklinio ugdymo iki aukštojo mokslo. Įgyvendinant švietimo reformas, keičiasi ir situacija bendrojo ugdymo mokyklų sektoriuje. Kasmet didėja lūkesčiai švietimo įstaigoms ir reikalavimai švietimo institucijų vadovams. Šiandien švietimo vadovo veikla ir reikalavimai jai yra pasikeitę iš esmės. Vadovai veikia laikydamiesi veiklos standartų. Instituciniame segmente aktualus vadovo veiklos vertinimas, siekiant tobulinti savo kaip vadovo-lyderio veiklą, gerinant organizacijos veiklos rezultatus, mokymosi programų efektyvumą, plėtojant ir valdant žmogiškuosius išteklius, puoselėjant organizacijos įvaizdį, gerinant mokinių pasiekimų rezultatus.

Activity evaluation questions of education institution managers have been and are the focus of attention of education policy strategists not for one year already. Seeking concrete changes in Lithuanian education system, quite a lot of political decisions were legislated in the latter years, which became very important for the education institution managers’ activity and its evaluation. This increased not only delegated responsibilities for the managers, but also foresaw bigger accountability for every year cadence. A written survey was carried out for the data collection of the managerial activity evaluation of the managers. 11 education institution managers from Vilnius, Šiauliai, Panevėžys districts, who work in general education schools and pre-school education institutions, participated in the research. The respondents differ in the aspect of gender and age, have different managerial work experience according to length. Since every manager’s experience was analysed as an individual case, their demographic characteristics did not have influence on the results. A carried out qualitative data content analysis allows asserting that the respondents justify school community expectations, which are to see managers – leaders, who evaluate their managerial activity as successful. However, there happen to be difficulties in the activity of managers as well. Prior to becoming an education institution manager, many of them face competency assessment difficulties, which is a national problem in education sector, requiring clearer decisions for many years. Being an education institution manager, one has also to face internal, external and personal difficulties: lack of bilateral trust, lack of managerial experience, managerial stereotypes, community split and other mentoring activities, which are not the primary functions of a manager, however, become an inseparable part of manager’s activity. Keywords: education institution, education institution manager, managerial activity evaluation.

Paauglystė yra itin svarbus periodas žmogaus gyvenime. Noras tapti nepriklausoma asmenybe tampa prioritetu, kurio siekiama įvairiais būdais – priimtinais ir laužančiais nusistovėjusias visuomenės normas bei standartus. Tačiau dažnas paauglys sunkiai geba atsirinkti, koks elgesys ir veiksmai yra priimtini, o kurie visuomenėje laikomi žalingais. Jaunimas bando išmėginti viską, kad suprastų, ko nori iš jo visuomenė ir ko siekia jis pats. Mokykla yra antroji socialinė aplinka (po šeimos), kurioje paauglio elgesys yra atspindys, ko mokoma šeimoje ir kokios vertybės perteikiamos naujai susiformavusiai asmenybei. Moksliniais tyrimais galima pagrįsti, kad Lietuvos ir užsienio mokslininkams delinkventinis paauglių elgesys, jo apraiškos, problematika yra itin aktuali tyrimų tema. Atlikus tyrimą išsiaiškinta, kad delinkventinio elgesio apraiškos mokykloje yra labai įvairios. Apibendrindami gautus apklausos rezultatus, galime teigti, jog rūkymas, patyčios, necenzūrinė leksika, konfliktai tarp mokinių, jaunesnių mokinių užkabinėjimas, siekis dominuoti paauglių rate yra dažni reiškiniai šių dienų mokykloje, todėl šie faktai leidžia sunerimti dėl kai kurių mokinių elgesio ugdymo aplinkoje. Tačiau dauguma apklaustųjų teigė, kad elgiasi tinkamai, daug dėmesio skiria mokslams ir neturi laiko užsiimti netinka veikla.

Recent transformations in the education sector have been receiving considerable attention both in the pedagogical society and in the political debates. Issues related to the updating of curricula and educational programmes, teacher training and professional development, an earlier start of compulsory education and other important issues related to education are being addressed. Particular attention is being paid to the improvement of the administrative sector of education – the submission and criteria of terms of office and performance evaluation reports of the heads of educational institutions (except for higher education institutions), the formation of the Reserve of School Heads. The most important provisions of the educational documents that have an impact on the assessment of the situation in the general education school sector have also been newly adopted and the lack of heads of educational institutions has become apparent. Although the Reserve of School Heads established by the government should provisionally eliminate this problem, there have been no significant changes in recent years. A questionnaire survey of the heads of educational institutions was conducted. The study involved 11 heads of educational institutions from Vilnius, Šiauliai, Panevėžys counties, who work in general education schools and pre-school education institutions and have different managerial experience in terms of duration. The qualitative content analysis of the data suggests that some of the heads of educational institutions who participated in the study are not satisfied with their salaries, high responsibilities, work for an idea, frequent transformations in education policy. The respondents also specifically identified solutions that could help education policy strategists eliminate the problem of the shortage of heads of educational institutions – the need and opportunities for further improvement, simplified assessment of competencies, higher salaries, extension of terms of office. Keywords: changes in education policy, educational institution, head of the educational institution