Kaunas University of Technology (LITHUANIA)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 103-110
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
Currently the conception of educational accessibility, which emphasizes that every person has the possibility to use qualitative educational services guaranteed by the state and according to one’s powers and needs, is emphasized and analyzed in education science and practice. The following main aspects of educational accessibility are distinguished: physical accessibility of the school; optimal distribution of schools’ network; equivalent participation of pupils in educational process despite their social state; favourable microclimate; motivation for learning; inclusive education; qualitative educational and social accessibility; accessibility of curriculum; individualization and differentiation of education / self-education. In order ensure these aspects, not only education policy of the particular country but also school activity is important.

A school principal has to be the perceptive conductor between the urgency for the changes understood by the society and the ability of school community to change, as well as to distinguish in his / her innovative activity. The innovative activity can determine successful process of the educational change and its results; however, the opposite variant when a non-innovative principal can become the brake in pursuit for successful educational change is also possible.

The above-mentioned aspects allow stating that a school principal can possess the adequate potential, which determines the innovative activity; however, the potential can be not equal. On the other hand, the legislative framework of a particular country can determine different managerial categories of a school principal, e.g., in the Regulations of Lithuania’s School Principals Accreditation the innovative activity is regulated only for the 1st and 2nd managerial category of a principal, the innovative activity of a principal is not regulated for the 3rd managerial category. The following question raises: is it possible not to require the innovative activity from a school principle? All schools follow the General Education Plans, so this determines equal possibilities to learn; however, if the innovative activity is not performed by a school principal, the question about the quality of teaching / learning (pupils’ learning motivation, educational environments and so on) rises. It is possible to hypothetically formulate the question that not all pupils can get equally qualitative educational, educational assistance and social services according to the needs of every pupil and family. However, a school principal can exceed qualification requirements and his / her innovative activity can be not related to the requirements of the possessed managerial requirements and be broader. This paper pursues to answer these questions.

The research aim is pursued by applying the methods of the analysis of scientific literature, analysis of documents (competence portfolios of 30 school principals), interview.
School principal, innovative activity, educational accessibility.