PedActa (Aug 2018)
Headmasters’ and Non-headmasters’ Pedagogical Problems and Their Problem-solving
Abstract
There have been several studies supporting the idea that there is a relation existing between the quality of human resources and the characteristics of the organization and leadership of a school, and these affect student-performance. This study has been carried out in the framework of ELTE Faculty of Education and Psychology Institute of Education using and further observing the results of a previous research about ‘Learning Teachers’ in 2017. The aim of this study was to explore teacher collaboration in learning and professional problem-solving, including the presence of reflective paradigm in the school by analyzing the ideas of leaders and non-leaders. The study has identified differences from the rest of the sample in problem-solving in the case of ‘Learning Teachers’. Although teachers usually tend to evaluate their reflective competence high, further analysis of the smaller sample has shown the descriptive level of reflection. In the case of each sub-sample, most of the teachers choose informal/non-formal discussion, or turn to the leader of the school if they need help. Collaborative problem-solving does not seem to have a well-established tradition in schools, which might well be the reason why teachers try to solve their problems individually and do not consider an organizational solution.
