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





Competence, Management, Professional development, School, Teachers


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.


Download data is not yet available.


Beļickis, I., Blūma, D., Koķe, T., Markus, D., & Skujiņa, V. (2000). Pedagoģijas terminu skaidrojošā vārdnīca. Rīga: Zvaigzne ABC.

Browne, L. (2021). Effective School Leadership in Challenging Times. Oxon/New York: Routledge.

Centrālā statistikas pārvalde. (2022). Statistika. Retrieved from http://www.csb.gov.lv/dati/s

Celma, D. (2006). Vadītājs un vadīšana izglītībā. Rīga: RaKa.

Cheng, Y. C. (2022). School Effectiveness and School-Based Management. A Mechanism for Development. (2nd ed.). London: Routledge.

Clarke, M., & Phelan, A. M. (2017). Teacher Education and he Political. The Power of Negative Thinking. Oxon/New York: Routledge.

Forands, I. (2003). Personāla vadība. Rīga: Latvijas izglītības fonds.

Izglītības kvalitātes valsts dienests. (2022). Vadlīnijas izglītības kvalitātes nodrošināšanai vispārējā un profesionālajā izglītībā. Rīga. Retrieved from https://www.ikvd.gov.lv/lv/akreditacija

Jurs, P., & Kulberga, I. (2021). Multidimensional characteristics of teacher’s professional competence – challenge and perspectives during education transformation process. In: SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. Volume II, 244-252. Retrieved from http://journals.rta.lv/index.php/SIE/article/view/6234/5065

Kazak, E. (2021). The Reasons and Consequences of Changing School for Teachers. International Journal on Lifelong Education and Leadership, 7(1), 48-62. doi:10.25233/ijlel.882430

Kelly, A. (2022). Dynamic Management and Leadership in Education. High Reliability Techniques for Schools and Universities. Oxon/New York: Routledge. doi:10.4324/9781003217220

Lielvārds. (2021). Pētījums skolotāja balss. Rīga: Lielvārds, Retrieved from: https://lielvards.lv/petijums-skolotaju-balss/pdf

Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2020). The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration. Educational Management Administration & Leadership, 49(3), 1-24. doi:10.1177/1741143220910438

Leilands, J. (2009). Kvalitātes vadības sistēmas: jaunā ISO 9001:2008 standarta prasību skaidrojums. Rīga: Latvijas vēstnesis.

Martinsone, K., Pipere, A., & Kamerāde, D. (2016). Pētniecība: teorija un prakse. Rīga: RaKa.

Namsone, D., Volkinšteine, J., & Lāce, G. (2018). Skolotājam nepieciešamās kompetences. In: Mācīšanās lietpratībai. 146-157. Rīga: LU Akadēmiskais apgāds. doi:10.22364/ml.2018.6

Organisation for Economic Cooperation and Development. (2019). Skills Strategy 2019. Paris, Retrieved from https://www.oecd.org/skills/oecd-skills-strategy-2019-9789264313835-en.htm

Pang, N. S., & Chan, P. W. (2022). Stocktaking School Governance in a Globalized and Complex World. In N. S. Pang, & P. W. Chan (Eds.), School Governance in Global Contexts. Trends, Challanges and Practices. (pp. 7-20). Oxon/New York: Routledge. doi:10.4324/9781003221456-2

Phelan, A. M., Pinar, W. F., Ng-A-Fook, N., & Kane, R. (2020). Introduction. A. M. Phelan, W. F. Pinar, N. Ng-A-Fook, & R. Kane (Ed.), Reconceptualizing teacher education: a Canadian contribution to a global challenge. University of Ottawa Press.

Praude, V. (2012). Menedžments. 1. grāmata. Rīga: SIA Burtene.

Šmite, A. (2004). Izglītības iestādes vadība. Misija. Funkcijas. Koncepcija. Plānošana. Rīga: RaKa.

Vasiļevska, D. (2017). Kvalitātes nodrošināšanas vadība. Rīga: Juridiskā koledža.

Volkova, T., Vērdiņa, G., & Pildavs, J. (2001). Organizācijas un to vadīšana pārmaiņu apstākļos. Rīga: Banku augstskola.

Zepeda, S. J., Lanoue, P. D., Shafer, D. R., & Rivera, G. M. (2023). Leading School Culture through Teacher Voice and Agency. New York/Oxon: Routledge.

Zīds, O. (2019). Izglītības vadība Latvijā: vēsture un attīstība. Liepāja: LiePa.

Большаков А. (2000). Менеджмент. Санкт-Петербург: Питер.

Друкер, П. (2004). Энциклопедия менеджмента. Москва: Вильям.

Каплан Р., & Нортон Д. (2013). Сбалансированная система показателей. От стратегии к действию. Москва: Олимп-Бизнес.

Рэйни, Х. (2002). Анализ и управление в государственных организациях. Москва: ИНФРА-М.




How to Cite

Jurs, P., Kulberga, I., Zupa, U., Titrek, O., & Špehte, E. (2023). Efficient management of school and teachers’ professional development – challenges and development perspectives. Pegem Journal of Education and Instruction, 13(2), 112–118. https://doi.org/10.47750/pegegog.13.02.14




Similar Articles

You may also start an advanced similarity search for this article.