Leadership by Progymnasium Teachers in Organising the Educational Process

Abstract

The problem of leadership by progymnasium teachers in organising the educational process is analysed in this article. In Lithuania, a progymnasium is an educational institution providing a general education (forms 1 to 8) functioning as an intermediate link between an elementary school and a gymnasium. Quantitative research was conducted with the participation of 120 progymnasium teachers. The assessment of teacher leadership in organising the educational process was based on an SLII situational leadership model (Blanchard, 1985). The research revealed that in organising the educational process, teachers apply different leadership strategies: they provide gifted pupils with the possibility to take responsibility for carrying out a task; they praise and encourage pupils to express their opinions; they carry out tasks without direction; they allow pupils to make their own decisions on how a task will be carried out; they provide feedback, etc. In the organisation of the educational process, teachers tend to apply coaching, supporting and delegating styles of situational leadership. In order to organise the educational process more effectively, the examples of teachers-leaders in creating common educational scenarios and trying out innovative methods, mentoring couples, group supervision, and the creation of learning organisation at progymnasium, could be helpful.