DETERMINANTS OF OPTIMAL SCHOOL ORGANIZATION MANAGEMENT IN SLOVAKIA WITH FOCUS ON TIME MANAGEMENT Pisoňová Mária Comenius University in Bratislava E-mail:

DETERMINANTS OF OPTIMAL SCHOOL ORGANIZATION MANAGEMENT IN SLOVAKIA

WITH FOCUS ON TIME MANAGEMENT

Pisoňová Mária Comenius University in Bratislava

E-mail: [email protected]

7th International Conference of Education, Research and InnovationSeville - 17th-19th November 2014

mailto:[email protected]

1 INTRODUCTION

The successful management of school organization depends on many often difficult to identify factors.

In principle it is true that an individual who cannot manage themselves, will not be able to successfully lead other people and deal with related issues.

,,Self-management“ means to manage own self, so that the tasks and activities will be carried out in due time and quality within the purview of the balance between personal life and work (work-life balance)." (Gruber, 2006).

Eger (1998) therefore emphasizes the need to clarify the objectives that a headmaster hopes to achieve not only at work but also in personal life. Self-knowledge is thus based on knowledge of the meaning of their own life and on the type of questions and answers such as:

• Why do I live? • Where am I heading to? • Am I aware (conscious) of my strengths and weaknesses? • Which values are important for me? • Why do I manage a school and why it makes sense for me? Etc.


2 THE IMPORTANCE OF SELF-MANAGEMENT IN HEADMASTER´S WORK

• The above questions are very strong in terms of motivation in the self-management process.

• The fact that a headmaster reaches these questions during his life is an important step to his satisfaction and so to the creation of adequate living and working goals on which depends the successful management of the school or school facility.

• The purpose of this paper is not detailed characteristics of the above skills, but the approximation of backgrounds we have studied within the following research investigation, which focuses on the headmaster´s time management.


3 RESEARCH FINDINGS IN TERMS OF HEADMASTERS’ SELF-MANAGEMENT

The research followed these main objectives:

1. Find out the opinions of headmasters’ on their own time management and identify shortcomings of headmaster´s work and time management in an elementary school.

(Descriptive research problem)

2. Identify dependencies between variables, which are: • the length of managerial experience of respondents,• achieved type and level of education, • the need to attend time management courses, • the way of planning work tasks, • disturbance during the performance of teaching activity,• recommendations on focus of the content of the time management course, • the degree of delegation, • deficiencies in headmaster´s own time management.

(Relational research problems)


Research hypotheses:

1. Deficiencies in headmaster´s work and time management do not depend on the degree of tasks delegation to co-workers.

2. The way of planning of headmaster’s working time do not depend on the length of their managerial experience.

3. The need to attend time management courses by headmasters do not depend on of the length of their managerial experience.

4. The respondents’ recommendations on focus of the content of the time management course do not depend on the type and level of their

achieved education.

5. The deficits in headmasters’ work and time management do not depend on the length of their managerial experience.

6. The respondents’ recommendations on focus of the content of the time management course do not depend on the intensity of disturbance

during the performance of their teaching activity.


Description of the research sample:

• .

The sample consisted of all full-organized elementary schools with number of pupils higher than 200 in territorial scope of Bratislava and Nitra region.

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We have received 122 questionnaires in total, which was a 65,59 % return.

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This number was represented by 101 elementary schools with over 200 pupils in Nitra region and 85 elementary schools with over 200 pupils in Bratislava region which was 186 approached headmasters.

Research sample:

• The research was carried out on the basis of data obtained through the Institute of Information and Prognoses of Education.

• Pre-research was conducted through personal contact with headmasters of 22 elementary schools. Questionnaires were distributed through Nitra branch of Methodological Centre Bratislava and Bratislava branch on Tomášikova Street.

• Anonymous questionnaire contained 25 questions with close ended questions as well as questions with multiple choices. All items correspond with the set research aim and as well as with research hypotheses.


3.1 Interpretation and evaluation of descriptive research problem results

In order to process and evaluate results of the descriptive research, we applied the following quantitative and qualitative methods: • finding out the number/frequency, categorical units and questionnaire items,

comparative analysis of the data.

The resulting findings pointed to the following facts:

1. significant feminization in elementary education; 2. low confidence in the ability of co-workers – headmaster prefers to solve the majority of tasks himself (herself); 3. there are almost no educational activities in addition to functional training; 4. putting family first before work was in contrary with the declared reality; 5. 98 headmasters (80,33 %) are interested in attending of the time management courses; 6. the deficits in time planning for the next day (no plan, planning 100 % of the time, no reserve, etc.); 7. lack of time management techniques; 8. frequent interference during the performance of teaching activity is considered to be a very serious problem; 9. 75 respondents (61,48 %) considered their telephone manners as effective; 10. respondents proposed that the time management courses would focus primarily on eliminating distraction during the performance of important working tasks.


3.2 Interpretation and evaluation of results of relational research problem

Based on the data obtained through descriptive investigation, we formulated the following zero hypotheses:

1. H0: Answers to items 13 and 10 are independent.

Specification: Answers to item shortcomings of headmaster´s work and time management in an elementary school and the degree of tasks delegation to co-workers are independent.


Specification: Answers to item the way of planning of headmaster’s working time and the length of their managerial experience are independent.


Specification: Answers to item the need to attend time management courses and length of their managerial experience are independent.


Specification: Answers to item the recommendations on focus of the content of the time management course and the achieved type and level of education are independent.


Specification: Answers to item shortcomings of headmaster´s work and time management and the length of their managerial experience are independent.


Specification: Answers to item the recommendations on focus of the content of the time management course and the disturbance during the performance of teaching activity are independent.


Evaluation of results of tested hypothesis• Evaluation of H0 items 13 and 10

• The coefficient is about 0.5, while 1 means perfect dependence and 0 means independence. There is moderate dependence between responses to the items 13 and 10 and it means that contingency coefficient is statistically significant.

Conclusion: The zero hypothesis is rejected with 99 % confidence, i.e. responses to items 13 and 10 are dependent.

Based on the above findings we can conclude that there is a correlation between the results of items 13 and 10, which means that there is a correlation between the degree of tasks delegation to co-workers and between deficit in a headmaster´s work and time management in an elementary school. It follows that the delegation as part of teamwork significantly affects the satisfaction of the headmasters of elementary schools with their work organization and consequently affects the quality of control process.

Effective delegation allows the headmaster to focus primarily on the questions with conceptual nature. In this respect, it is necessary to accept the idea of T. Jablonský (2006); (2008, pp. 73-79), that the development of prosociality and cooperation significantly influences on building positive interpersonal relationships not only among adults but among children as well. This fact significantly affects the building of a positive school climate.



• The coefficient is about 0.1, while 1 means perfect dependence and 0 means independence.

Conclusion: We do not reject the zero hypotheses, because the contingency coefficient is statistically insignificant, i.e. responses to items 16 and 3 are independent.

We consider the results of testing the zero hypotheses to items 16 and 3 as very important. We assumed that there is possible existence of a correlation between the length of managerial experience and the way of planning ones working time. Test results indicate that the elementary school headmasters with years of experience still may not be successful in planning activities.

In this respect, therefore, there is no dependence between the work time planning of a elementary school headmaster and the length of his/her managerial experience. Therefore, based on this consideration, it is necessary to find the answer somewhere else.



• The coefficient is about 0.1, while 1 means perfect dependence and 0 means independence.

Conclusion: The Contingency coefficient is statistically insignificant, i.e. responses to items 12 and 3 are independent.

By testing the zero hypotheses in comparison with items 12 and 3, we could confirm the fact which corresponds with testing the zero hypotheses of items 16 and 3. Optimal mastering of time management does not depend on the age of respondents, although it might seem that the experience gained during the headmasters long term experience will provide them with incentives for prioritizing of verified working practices in the work and time management.

It is evident that one can work in a stereotype, even if he is not quite satisfied with himself. Those who are prepared to face this issue usually reach for academic literature, or they attend time management or self-management courses, etc. Otherwise, the unwanted effect occurs in the form of disorganization, leading to undesirable school climate.



• Coefficient is about 0.2, while 1 means perfect dependence and 0 means independence.

Conclusion: The Contingency coefficient is statistically insignificant, i.e. responses to items 25 and 7 are independent.

Observed independence between items 25 and 7 strikingly recalls previous findings. For us, this means that the requirements of the respondents to the time management course content do not depend on the nature and level of education they received, but on the other factors.

Based on this finding, it can be stated that the level and nature of achieved education are not a determining factor for optimal self-management.



• The responses to the item 13 and 3 are of moderate dependence, which means the contingency coefficient is statistically significant.

Conclusion: We reject the zero hypotheses with 99 % confidence, i.e. responses to items 13 and 3 are dependent.

The results of testing the zero hypotheses of items 13 and 3 have been expected. We based our assumptions, that with growing length of experience, a headmaster can work towards more efficient working practices and so there is an assumption that he will learn from his mistakes.

The measured frequency of particular alternatives b) of the item 3 mean that up to 57 respondents, i.e. 46,72 % have had only 1-5 years of managerial experience. Such short-term experience naturally brings a lot of mistakes.

If we analyze the alternatives a), b) and c) of the item 13, we will reach to the statement that the appropriate telephone manners, the ability to reject requests, but also to understand the principle of work division, can a managing employee reach only by gradually growing experience, knowledge and skills.



• There is a very high dependency between items 25 and 2, which means the contingency coefficient is statistically significant.

Conclusion: We rejected the zero hypotheses with 99 % confidence, i.e. responses to items 25 and 21 are dependent.

The above findings correspond with the preferred measured values of the item 13, which touches the issue of refusal of the request by the school headmaster. Based on the investigation of dependence between items 21 and 25, we had a perfect dependency between the recommendations on focus of the content of the time management course and the degree of disturbance during the performance of headmaster´s teaching activity.

It is understandable that in order to cope with this problem (disturbance during teaching activity) respondents suggested to include mainly activities leading to the elimination of distraction, learning the techniques of planning and organizing time and last but not least, require more knowledge and skills in the staff leading.


4 COMPREHENSIVE EVALUATION OF THE RESEARCH RESULTS AND RECOMMENDATIONS

FOR MANAGEMENT PRACTICE• Based on the above results, we obtain relevant evidence that the headmasters of

surveyed schools are not completely satisfied with the management and planning of their work. For this reason it is necessary with respect to the context of content creation and innovation of next, respectively lifelong learning, to take into account this requirement of respondents.

• Demands which are put on the headmaster’s position are large in current time and it is undesirable to settle for failure to perform duties because of errors in the time management of a headmaster. This is one of several reasons why it is necessary to respect the requirement of the respondents towards the envisaged content of other forms of education.

• The important finding for us is that there is a direct connection between the length of management experience and a lack of sufficient time management skills of elementary schools’ headmasters. For this reason it is necessary to specify the focus of the time management courses also with regards on the length of management experience of respondents.


4 COMPREHENSIVE EVALUATION OF THE RESEARCH RESULTS AND RECOMMENDATIONS

FOR MANAGEMENT PRACTICE• Inspirational (inspirative) for education and management experience - especially for

novice managers in this regard, could be the concept of supervision. In the context of novice managers, respectively managers with short management experience, supervision could be an important tool for coping with school management especially in the beginning of a headmaster´s professional practice (Vaska, 2012).

• We think the design, planning and implementation of the content of educational activities of elementary schools headmasters, whether in undergraduate or postgraduate form, should always be preceded by in-depth analysis of the needs of teachers, respectively headmasters.

• The results of given analysis should be further confronted with the direction of state education policy. We believe that this is the only right way to work towards relevant findings replicating the current state of school management in Slovakia. In the case that this recommendation will be implemented in practice, it is possible to prevent many unwanted situations and unnecessary corrections of important decisions towards the creation and adoption of school legislative norms focused on the education of teaching staff.


Based on the findings presented in this paper, we state that within an effective management of school organization more attention needs to be paid to:

• the development and definition of living and working goals of headmasters;

• the methods and techniques of time management and their implementation in school management within planning and organizing of work activities;

• the importance of teamwork for the headmaster, staff as well as to the school as a educational organization.


• It is also necessary that the school headmaster knew all specifics, advantages and disadvantages of delegation and coaching that need to be used for effective time management, closely connected with the issue of team roles. The above knowledge and skills should acquire elementary school headmaster in undergraduate training and improve them within postgraduate education, for example in lifelong learning.

• It is indisputable that the determining factors affecting the quality of headmaster´s work and time management in an elementary school include his personal needs, knowledge and skills in time management and PCA. He/she should achieve these requirements before starting his/her headmaster position and develop them in the context of other forms of education during his/her time as headmaster.

• One of the ways how to achieve the above mentioned desired state could be the module ,,Management practice”, which has to be completed by students in the Czech Republic (school headmasters from the practice) within the three-year combined bachelor file of study ,,School management” at the Institute of professional development of school employees in the Faculty of Education of Charles University in Prague (Sláviková, 2003). This particular module is required in the first, second and third year with relatively strict evaluation criteria. It also includes relative hospitations and evaluation of organizational skills of school headmasters and school facilities through the recording and evaluation of time frames. We believe that these activities should be implemented in the education of potential and actual school managers and school facilities in Slovakia.


THANK YOU FOR YOUR ATTENTION.


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DETERMINANTS OF OPTIMAL SCHOOL ORGANIZATION MANAGEMENT IN SLOVAKIA WITH FOCUS ON TIME MANAGEMENT Pisoňová Mária Comenius University in Bratislava E-mail: