Abstract:

Teacher competency is one of the main concern of the Lithuanian educational system. Exemplary teachers customize their work agendas, either eliminating unnecessary steps or entire processes or adding undocumented steps to their processes. They seek out the data and documentation they need from sources that might not be known to others in their institutions (Dubois et al., 2004). Lithuania has officially defined the competencies necessary for the teachers of general education schools. However systematic models does not exist and assessment of the teachers’ competencies is not performed. Therefore, the purpose of this research was – evaluation of level of teachers’ generic and didactic competencies and circumstances (context) of their development from the perspective of the school administration. Quantitative methodology – representative survey of the school administrators was carried out. 615 school directors and deputy directors representing Lithuanian general education schools participated in the survey. The main findings of the research indicated that teacher competencies development mechanisms are operating autonomously and in isolation from the general educational strategy of the country and its strategic priorities. The need for development of generic and didactic competencies is formulated not according to pre-established competency models but on the basis of available market supply of teacher training.

Keywords:

Teacher, competencies, development.