Learning Systems. Development of Professional Competences of School Heads and Teachers

Abstract

The aim of the article is to provoke reflection on the professional competences of head teachers of schools and of teachers, especially in the area of educational leadership. Research on this subject (among others, Mazurkiewicz, 2011, 2014, 2014a) shows that the dominant tradition of education in the Polish school leads to a reduced vision of leadership perceived as a strategy for managing the institution and for exercising control over the staff/students. The consequence is the alienation of school heads who focus on solving administrative problems, and to a small extent engage in educational problems. A similar dilemma applies to teachers who, in spite of their knowledge of many teaching methods and tools, use common patterns in their contact with the student. The article proposes getting out of the crisis by referring to Richard Ryan and Edward Deci’s theory of self-determination, which puts emphasis on building positive motivation through the implementation of such needs as autonomy, competence, and affiliation. The implementation of this concept in the field of education can increase the involvement of all entities that are a part of the education process, which in turn is a guarantee of greater efficiency and educational success.