F\u0103r\u0103\nmanageri capabili s\u0103 produc\u0103 schimb\u0103rile dorite \u015fi s\u0103 impulsioneze dezvoltarea\nserviciilor educa\u0163ionale, adev\u0103rata reform\u0103 nu reprezint\u0103 un proces viabil.\nDeciziile conduc\u0103torilor unit\u0103\u0163ilor \u015fcolare trebuie s\u0103 vizeze eficien\u0163a \u015fi\neficacitatea \u00een procesul managerial. Astfel, \u015fcoala se angajeaz\u0103 s\u0103 le ofere elevilor\nun mediu de \u00eenv\u0103\u0163are \u015fi instruire practic\u0103 provocator \u015fi stimulativ, centrat pe\nnevoile, stilul de \u00eenv\u0103\u0163are \u015fi aspira\u0163iile individuale, cre\u00e2ndu-le, pentru tot\nrestul vie\u0163ii, dorin\u0163a de a \u00eenv\u0103\u0163a \u015fi de a se perfec\u0163iona.<\/p>\n\n\n\n
Contextul\nactual determin\u0103 ca activitatea managerial\u0103 s\u0103 dep\u0103\u015feasc\u0103 eviden\u0163ierea anumitor\ncalit\u0103\u0163i personale \u015fi profesionale ale managerului, apreciate prin termeni\nprecum: comunicarea, voca\u0163ia, talentul, m\u0103iestria, \u00eensu\u015firea unui sistem\nlegislativ, formarea unor deprinderi, abilit\u0103\u0163i, competen\u0163e, calit\u0103\u0163i, asumarea\nanumitor roluri \u00eentr-o manier\u0103 riguroas\u0103 \u015fi controlat\u0103, ceea ce ar defini drept\nprofesionalismul \u015fi arta de a proiecta, coordona, implementa, monitoriza,\nevalua \u015fi remedia.<\/p>\n\n\n\n
Exercitarea\nrolurilor de manager, cadru didactic, personal auxiliar etc. \u00een spa\u0163iul \u015fcolar\neste supus\u0103 multor influen\u0163e \u015fi presiuni, uneori de tip contradictoriu, excesiv\nde presant, care au ca efect un ansamblu de \u201ea\u015ftept\u0103ri de rol\u201d, produse de\nc\u0103tre factori de tip organiza\u0163ional sau de c\u0103tre factori par\u0163ial reglementa\u0163i\ninstitu\u0163ional. <\/p>\n\n\n\n
Preg\u0103tirea\npentru profesia de manager nu este deloc simpl\u0103 av\u00e2nd \u00een vedere factori precum:\nasigurarea calit\u0103\u0163ii actului educa\u0163ional, condi\u0163iile economiei de pia\u0163\u0103,\npreocup\u0103rile postuniversitare privind formarea profesional\u0103 a cadrelor\ndidactice, programele de perfec\u0163ionare a managerilor etc. Putem afirma c\u0103\nelementele preg\u0103tirii unui director de \u015fcoal\u0103 sunt de trei feluri: \u015ftiin\u0163ifice\n(se refer\u0103 la spe\u00adcialitatea pe care a aprofun\u00addat-o), pedagogice (\u00eel\norienteaz\u0103 asupra misiunii speciale de educator care caut\u0103 s\u0103 formeze omul\n\u00eentreg) \u015fi manageriale sau condi\u0163ii de fond \u015fi form\u0103. Orice persoan\u0103 care ocup\u0103\no func\u0163ie de conducere trebuie s\u0103 posede un ansamblu de calit\u0103\u0163i, cuno\u015ftin\u0163e,\naptitudini \u015fi deprinderi corespunz\u0103toare. \u00cen urma numeroaselor investiga\u0163ii, a\nfost schi\u0163at portretul psihosocio-profesional al personalit\u0103\u0163ii conduc\u0103torului,\ncare const\u0103 \u00een urm\u0103toarele tr\u0103s\u0103turi: formarea profesional\u0103 (cuno\u015ftin\u0163ele \u00een\nteoria conducerii, experien\u0163\u0103, tr\u0103s\u0103turi moral-volitive), spirit \u00eentreprinz\u0103tor,\ninovator, curaj, energie, perseveren\u0163\u0103, mobilitate, robuste\u0163e fizic\u0103 \u015fi\npsihic\u0103, viziune larg\u0103, atitudine uman\u0103, capacitatea de a \u00een\u0163elege oamenii \u015fi\ndorin\u0163a de a lucra cu ei, inteligen\u0163\u0103, flexibilitatea g\u00e2ndirii, motiva\u0163ia,\norizontul cultural etc.<\/p>\n\n\n\n
Definirea\nvalorilor morale ast\u0103zi, \u00een contextul \u00een care societatea are cu totul alte\ncriterii de evaluare a performan\u0163ei \u015fi imit\u0103rii modelelor, pare o chestiune din\nce \u00een ce mai dificil de realizat. <\/p>\n\n\n\n
Referitor la\ncon\u015ftiin\u0163a \u015fi conduita moral\u0103, rolul con\u015ftiin\u0163ei morale \u00een activitatea\ndidactic\u0103 \u015fi managerial\u0103 desf\u0103\u015furat\u0103 de c\u0103tre director, normele de conduit\u0103\nmoral\u0103 \u2013 rolul \u015fi impactul acestora \u00een eficientizarea sistemului de educa\u0163ie \u015fi\nformare profesional\u0103 a tinerilor, consider c\u0103 este nevoie at\u00e2t de o preg\u0103tire\nini\u0163ial\u0103 \u00een domeniu, c\u00e2t \u015fi de cea continu\u0103 axat\u0103 pe educa\u0163ia moral\u0103,\npromovarea valorilor spirituale autentice \u015fi a modelelor reale de succes \u00een via\u0163a\npublic\u0103 \u015fi privat\u0103. Valorile eterne precum bun\u0103tatea, d\u0103ruirea, devotamentul,\nfericirea, munca, hot\u0103r\u00e2rea, toleran\u0163a, respectul \u00een societatea actual\u0103,\naltruismul \u015fi modalit\u0103\u0163ile de cultivare a acestuia, limitele corectitudinii \u015fi\nale drept\u0103\u0163ii par a fi din ce \u00een ce no\u0163iuni demodate, dep\u0103\u015fite fiind \u00eenlocuite\ncu r\u0103utatea, servilismul fa\u0163\u0103 de interesele personale \u015fi de grup, ignoran\u0163a \u015fi\nintoleran\u0163a fa\u0163\u0103 de cei din jur. \u00centr-un asemenea context, managerul \u015fcolar\ntrebuie s\u0103 g\u0103seasc\u0103 acele p\u00e2rghii prin care s\u0103 r\u0103spund\u0103 necesit\u0103\u0163ilor elevilor\n\u015fi s\u0103 le ofere acestora reale modele de succes \u00een via\u0163\u0103. <\/p>\n\n\n\n
Un aspect\nimportant \u00een formarea continu\u0103, profesionalizarea\nfunc\u0163iei de manager \u015fcolar<\/em> constituie o necesitate absolut\u0103. Perfec\u0163ionarea\nconducerii organiza\u0163iilor este un proces dinamic condi\u0163ionat de promovarea de\nc\u0103tre manageri a \u015ftiin\u0163ei conducerii. Pentru promovarea adev\u0103ratelor valori\nmorale, managerul trebuie s\u0103 dea dovad\u0103 de integritate, onestitate (exersarea,\n\u00een mod corect, a ac\u0163iunilor de zi cu zi, de la g\u00e2nduri la fapte, exprimarea\nstimei fa\u0163\u0103 de alte persoane, ac\u0163ion\u00e2nd \u015fi discut\u00e2nd sincer \u015fi corect), respect\n(fiind tolerant, atent \u015fi \u00een\u0163eleg\u0103tor cu alte persoane, accept\u00e2nd p\u0103rerile \u015fi\nvalorile lor, fiind con\u015ftient de faptul c\u0103 rela\u0163ia cu elevii \u015fi p\u0103rin\u0163ii\nacestora trebuie s\u0103 fie bazat\u0103 pe respect reciproc, \u00eencredere \u015fi dac\u0103 este\nnecesar, pe confiden\u0163ialitate), responsabilitate (oferirea priorit\u0103\u0163ii educa\u0163iei\n\u015fi \u00eengrijirii elevilor, activit\u0103\u0163i de dezvoltare profesional\u0103 continu\u0103 \u015fi\n\u00eembun\u0103t\u0103\u0163irea strategiilor didactice, colaborarea \u00een interesul educ\u0103rii \u015fi\nbun\u0103st\u0103rii discipolilor), \u00eencredere etc. <\/p>\n\n\n\n Dr. Mihai\nFLOROAIA<\/em><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" F\u0103r\u0103 manageri capabili s\u0103 produc\u0103 schimb\u0103rile dorite \u015fi s\u0103 impulsioneze dezvoltarea serviciilor educa\u0163ionale, adev\u0103rata reform\u0103 nu reprezint\u0103 un proces viabil. Deciziile conduc\u0103torilor unit\u0103\u0163ilor \u015fcolare trebuie s\u0103 vizeze eficien\u0163a \u015fi eficacitatea \u00een procesul managerial. Astfel, \u015fcoala se angajeaz\u0103 s\u0103 le ofere…<\/p>\n