| Abstract [eng] |
In the context of today's changes, many requirements are set for the principals of educational institutions, such as qualification requirements – to have a higher university degree, pedagogical qualification, pedagogical work experience, competence of educational institutions management. Furthermore, the principal of an educational institution is demanded to be an excellent leader – to think strategically, to inspire and motivate employees, to be able to anticipate, present, manage and implement changes, to communicate and collaborate, to seek self-improvement, and to encourage others to improve. A leader’s ability to have a vision inspires employees to be open to changes, helps in communication, collaboration, and improvement. The leader must create a positive work environment in which friendly and partnership work relationships preside, where each pedagogue is valued and recognised, empowered to create value for the organization. Such work environment results in employees being creative, motivated, engaged and satisfied with their job. Taking care of employees’ well-being is the responsibility of the leader. The theoretical analysis revealed that aprincipal of the preschool educational institution must be able to anticipate future perspectives, have a vision and aspiration for it, plan the future, involve the community in achieving goals, provide with attention, help, point out the meaning of the work to the employees, motivate them for activities, changes, apply coaching, train employees and improve himself/herself. The scientific literature on teachers’ job satisfaction disclosed such factors as work, its importance, personal achievements and recognition at work. Similarly, working conditions, communication, participation in decision-making, feedback, etc. were also important factors for pedagogues. The empirical study was constructed as follows. First, the descriptive statistical analysis of the principals leadership skills in the preschool education institutions has revealed the most important leader values for the pedagogues: the leader must have a clear vision of the institution, be able to define clearly the main goals of the activity, be able to listen, and clearly express thoughts and ideas. Second, the manifestation of teachers’ job satisfaction revealed the most important factors: parents‘ cooperation with teachers and the ability to help children to improve, grow and acquire knowledge. Third, factor analysis help to discern the meaningful subcategories of leadership skills and teachers’ job satisfacyion. These subcategories were used for correlation analysis. It highlighted that such leadership skills as taking care of teachers’ psychological welfare, ability to listen, ability to find the meaningfulness in work, discussion on different topics, ability to give feedback, empaphy are directly related to teachers’ job safisfaction in preschool organization. |
