Efficient management of school and teachers’ professional development – challenges and development perspectives

Abstract

Both the external socio-economic, safety and health conditions, as well as the changes implemented by the education sector (reforms of the curriculum content and approach, the shift of educational development strategy and organizational structure paradigm, technological changes, pandemic restrictions, shortage of teachers) are changing rapidly in the world, which forces educational institutions to raise the awareness of  the teachers’ professional competence potential in new working conditions and move towards the training of highly qualified, competent and excellence-oriented teachers – educational institutions have encountered the need to search for the most efficient ways to improve the quality and efficiency of the teaching process. Therefore, the goal of the study has been set to identify the teachers’ professional development needs and the self-assessment of competences, determining the fundamental principles of efficient school administration. The research methodology is based on the theoretical research method (scientific and methodical literature analysis); empirical research method (survey of teachers in one of the comprehensive education institutions in Latvia); data processing and analysis methods. Analysing the data obtained in the study, it can be concluded that the factors influencing the teachers’ qualitative and efficient professional development are the lack of a systematic approach in the country in general and the work overload. The teacher attends courses and seminars, but is unable to implement the acquired knowledge, insights and innovations in their daily work due to the lack of time, workload and responsibilities, as a result, teachers feel demotivated and are pessimistic about their future path in the profession.