Reflection of school headmasters ` managerial competencies Duration of the research: 2005 - 2007

1. Alena HaškováConstantine the Philosopher UniversityNitra, SlovakiaSchool Leaders` Competencies:Results of a Research Carried out in SlovakiaENIRDELM, Szeged, 16. 09. – 18. 09. 2010

2. Reflection of school headmasters` managerial competencies Duration of the research: 2005 - 2007 Output of the research: platform for further education and training of school headmasters Cultural and Educational Grant Agency (KEGA) Ministry of Education SK Constantine the Philosopher University in Nitra Institute of Technology of Education Institute of Information and Prognosis in Education

3. Reflection of school headmasters` managerial competencies Respondents of the research: 2370  1204 practising headmasters 542 M + 654 F + 8 UnDef Types of schools: 771 primary schools 49 specialized primary schools 107 secondary grammar schools 119 secondary technical schools 84 secondary vocational schools 59 secondary integrated schools 15 specialized secondary schools Duration of a managerial practice: less than 5 years 463 5 – 10 years 310 11 – 15 years 281 16 – 20 years 89 more than 20 years 50

4. Reflection of school headmasters` managerial competencies Preconditions to control a school  management of a school as an institution economy and financing of a school juridical management of a school staff management/school leadership management of teaching process self-evaluation communication school climate further education demand other areas important for a competency to manage a school

5. Reflection of school headmasters` managerial competencies Management of teaching process  academic staff evaluation and rewarding 8,1 school strategy development creation 7,8 school evaluation 7,8 formulation and concretisation of goals 7,4 curricula innovation 7,3 motivation of employees to self-evaluation 7,2 equal opportunities creation 7,0 team creation, group control 6,8 subject commission guiding 6,6 observing/monitoring activities utilization 6,4

6. Reflection of school headmasters` managerial competencies Staff management/School leadership  communication with the staff 8,4 decision making ability 8,4 staff motivation 8,2 staff assessment 7,8 delegation of tasks and responsibilities 7,7 solving conflicts 7,7 implemantation of legal competencies 7,6 application of stimulation systems 7,5 change management 7,5  negotiation with employee representatives 6,7

7. Strengths and weaknesses of the headmasters in Slovakia GARUDA methodology

8. Strengths of the headmasters in Slovakia  abstract thinking, potential to create and formulate long-term goals and visions, ability to understand problems in their broader context ability to check own emotions and to keep cool also in hectic working or social situations open and tolerant relations, demonstration of interest in opinions, ideas and feelings of the other people to understand their motives, consideration and behaviour reasons ability to work in a competitive environment, to use competition as a motivation factor supporting progress and achievement of constantly higher goals ability to achieve goals ambitions to influence surrounding events and to present own ideas and opinions to others with an emphasis on their application in practice

9. Weaknesses of the headmasters in Slovakia  a higher need of an established structure and dealing with task details, with this connected lower willingness to delegate tasks and responsibilities to others what can result in a less efficient working time utilisation a weak psychological stability against critique or possible mistakes expose, causing a great circumspection and carefulness in decision making process lower level of self-confidence and confidence in own abilities, but also in abilities and acting of the others great expectations and a need for encouragement from the side of the others

10. Suggestion to improve the work of the school headmasters - in training programmes to pay a greater attention to:  priority determination and time management task and responsibility delegating organizational abilities forming and development independent decision making, d. m. in conflict and stress conditions communication rules, mastering objections  emotion management (acceptance of failure, critique) personal development with stress on self-confidence reinforcement  efficient use of different management styles  assessment with respect to specific situations and employees` individualities  creation of conditions for a successful co-operation