the purpose of this study is to describe organizational changes, changes in school organizations and the meaning of changes in school organizations. This study uses a literature review study method with content analytic analysis techniques. The results of the analysis show that schools have three basic links, namely: Input - transformation process - output - (outcome). The internal and external environments that affect the three basic links are also connected. Changes in school organization are caused by government intervention, societal values, technological and scientific developments, administrative processes and meeting the needs of employees. Schools cannot resist change. Any change in its form makes the school organization more adaptive, manages change, empowers internal and external potential so that school excellence becomes the aspiration of the institution.
"This monograph is one of the Michigan local government series prepared as a report to the Michigan commission of inquiry into county, township and school district government."--Verso of t.-p. ; Mode of access: Internet.
In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 24, Heft 1, S. 161-164
"A report to the Commission of inquiry, Lent D. Upson, director of inquiry, February, 1934." ; At head of title: Michigan commission of inquiry into county, township and school district government. ; Mode of access: Internet.
The article is dedicated to leadership in the school system organizations preschool and school education. Bulgarian schools and kindergartens are in terms of reforms and strive to develop the quality of education and achieving high quality in all areas related to the educational process. They receive an increasing degree of autonomy that requires strategic management and leadership in organizations. The purpose of this article is to review the characteristics of leadership in the new conditions of decentralization and autonomy for the Bulgarian educational institutions that operate in dynamic, uncertain and competitive environment, and neobhodmostta flexible management systems in these conditions. The article examines the main points of the new regulations in the Bulgarian legislation related to reform of the educational system. Based on SMART-management concept developed by Peter Drucker, outlines the dimensions of the SMART-leadership, in line with new requirements for educational institutions in Bulgaria The article presents results from a study designed to determine how the dimensions of the SMART-leadership present in Bulgarian institutions in the system of schools and preschools. The study was conducted by anonymous poll among teachers and principals of kindergartens and schools. The results show good prospects for the development of modern forms of management in educational institutions in Bulgaria - self-leadership style of management, teamwork involving all stakeholders, positive and collaborative environment.
Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims ; La violencia por homofobia, bifobia, transfobia y la violencia de género en relaciones afectivo-sexuales aparecen con frecuencia en la base del acoso escolar. Los centros educativos cada vez son más conscientes de esta realidad y buscan actuaciones que prevengan y erradiquen dicha violencia. Paralelamente las investigaciones internacionales plantean como la prevención del acoso escolar requiere de una reorganización del centro educativo que incorpore el trabajo conjunto de toda la comunidad educativa (alumnado, familiares, profesorado, etc.). En este artículo recogemos datos sobre violencia escolar y su vinculación con el género, analizamos parte de la legislación española relacionada con esta problemática y realizamos una revisión de las investigaciones científicas internacionales al respecto. La contribución principal de este artículo es la presentación de ...
Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims ; La violencia por homofobia, bifobia, transfobia y la violencia de género en relaciones afectivo-sexuales aparecen con frecuencia en la base del acoso escolar. Los centros educativos cada vez son más conscientes de esta realidad y buscan actuaciones que prevengan y erradiquen dicha violencia. Paralelamente las investigaciones internacionales plantean como la prevención del acoso escolar requiere de una reorganización del centro educativo que incorpore el trabajo conjunto de toda la comunidad educativa (alumnado, familiares, profesorado, etc.). En este artículo recogemos datos sobre violencia escolar y su vinculación con el género, analizamos parte de la legislación española relacionada con esta problemática y realizamos una revisión de las investigaciones científicas internacionales al respecto. La contribución principal de este artículo es la presentación de orientaciones y acciones que prevengan y contribuyan a erradicar la violencia de género y la violencia por homofobia, bifobia y transfobia a través de la organización y gestión de los centros educativos. Algunas de estas acciones son la educación inclusiva, la democratización de los centros, la visibilización y no trivialización de la violencia y principalmente la participación y posicionamiento activo de toda la comunidad educativa contra el bullying y a favor de las víctimas
