Maktab direktorlarini qo‘llab-quvvatlashda asosiy ustun amaliyotlar va O‘zbekiston ta’lim tizimida ularni qo‘llash imkoniyatlari
DOI:
https://doi.org/10.5281/zenodo.15789393Ключевые слова:
maktab rahbarligi, ustun amaliyotlar, teaming, murabbiylik, refleksiya, rahbarlarni baholash, liderlik salohiyati, O‘zbekiston ta’lim tizimiАннотация
Ushbu maqolada maktab direktorlarini qo‘llab-quvvatlash bo‘yicha xalqaro tajribada samarali deb e’tirof
etilgan to‘rt ustun amaliyot – jamoaviy ishlash (teaming), yetakchilik rollari (leadership roles), hamkasblik asosida izlanish
(collegial inquiry) va murabbiylik (mentoring) – konseptual va amaliy jihatdan tahlil qilinadi. Drago-Severson va
Blum-DeStefano tomonidan ilgari surilgan model asosida mazkur ustun amaliyotlarning O‘zbekiston ta’lim tizimiga
moslashtirish imkoniyatlari aniqlanadi. Maqolada, shuningdek, Minnesota shtatining rahbarlikni baholash modeli, mahalliy
ta’lim siyosati, “Direktorlar maktabi” tajribasi va malaka oshirish kurslaridagi reflektiv metodlar ham tahlil qilinib, ularning
integratsiyalashuv mexanizmlari tizimli tarzda yoritiladi. Yakuniy xulosalarda maktab direktorlarini qo‘llab-quvvatlashda
individual rivojlanish, dalillarga asoslangan baholash va tizimli hamkorlikning ustuvorligi ta’kidlanadi
Библиографические ссылки
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Herrmann, M. A., et al. (2019). Principal Professional Development Study. U.S. Department of Education.
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Thessin, R. A. (2023). Principal supervisors as learning partners. Journal of Educational Change.
Hayes, D. (2019). Mentoring for Instructional Improvement. Leadership and Policy in Schools.
Swaminathan, R., & Reed, S. (2020). Leading While Black: Challenging the Myth of Black Inferiority in the Classroom.
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O‘zbekiston Respublikasi Prezidentining 2023-yil 26-maydagi PF-79-son Farmoni.
Temirov, X. J. (2023). Maktabgacha ta’lim tashkilotlari direktorlarining professional rivojlanish komponentlari.
Xalq ta’limi vazirligi rasmiy axborotlari va [www.lex.uz].
[www.cyberleninka.ru]: boshqaruv kompetensiyalari bo‘yicha ilmiy maqolalar.
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