Suchergebnisse

Abstract
There is no doubt these days that knowledge of different forms of motivation and its implementation in the work environment is a prerequisite for improving the quality of work results and subsequent achievement of organizational goals. Every head teacher meets this phenomenon. A lack of motivation is behind a number of unfulfilled tasks, unwillingness to look for efficient work practices, absence, disloyalty to their own society, refusing overtime, not accepting necessary changes, ignoring requests for assistance, and more. It is not easy to find a way to solve these problems. However, theory and practice go hand in hand and together it creates the perfect symbiosis which looks at the ailments mentioned and gradually finds answers. Where to start in order to be successful in this quest? We should first recognize the meaning and importance of motivation in the work process. The role of the head teacher is to know teachers to have a positive impact on their behaviour and entrust them with such tasks corresponding to their knowledge and skills. Work motivation is focused on carrying out a work obligation and should lead to the required working behaviour. Motivation to work is also connected to the work environment and climate in which teachers work. In general, we can say that teachers' satisfaction at work determines their personal relationships outside the workplace as well.
For this reason, we decided to handle the theme on the specifics of the process of motivation occurring in the relationship between head teachers and foreign language teachers. The aim of this paper is to analyze the issues of the specifics of the process of motivation in the relationship between head teachers and foreign language teachers.

Abstract
Society in Slovakia is currently determined by upheavals that are linked to global events. Slovak education is most significantly affected by the war in Ukraine. It is connected with the emigration of foreigners to our territory and the subsequent inclusion of pupils with a different language in primary and secondary schools. Based on this extraordinary situation, there is a need to respond to it flexibly and efficiently. Appropriate management mechanisms based on the principles of school management and educational technology are required with a focus on ensuring adequate preparation of Slovak language teachers for teaching pupils whose mother tongue is other than Slovak. Effective tools for solving the situation has not been created by the Slovak education system. The fulfillment of this challenge is the necessary implementation of an analysis of the high-quality educational needs of teachers and the subsequent implementation of its results for the creation of a suitable educational platform, either as part of undergraduate training or further professional education of teaching staff.
The presented study is therefore focused on the description of the theoretical foundations of the term professional education of Slovak language and literature teachers with an emphasis on the teaching of the Slovak language as a foreign language. The results of empirical research identifying and analyzing the educational needs of the concerned teaching staff through adequate research methods are included. At the end of the scientific study, the key determinants of the creation of specific educational programs intended for the education of pupils with a mother tongue other than Slovak will be presented.

Outputs of different national and international surveys point to the fact that one of the biggest problems of schools in Slovakia is their insufficient funding. Another shortcoming in school seems to be the effective training of school managers. The key to success in the education sector is the degree of its ability to bring new ideas that are useful for the development of theory and that are in practice creating new or added value. Therefore, it is necessary to prepare such workers for the education sector, not limited only to teachers. Educational administrators are no longer expected to be merely good managers but leaders of schools as learning organizations. The paper outlines the theoretical basis of education of school managers and a brief description of its implementation in accordance with current legislation through various providers is focused on the competencies necessary for successful performance as a school principal and to evaluate the scope of powers given to schools in terms of their optimal needs in relation to their real needs and requirements.