Factors of the Work of National and Foreign Heads of the Pre-school Institutions with International Projects

Abstract

The article reviews the attitude of the heads of pre-school institutions towards the experience of working with international projects. Pre-school education is specific by its functions and is of pivotal importance in forming the potential of the state’s human resources.
 Attendance in activities of international projects opens important opportunities to pre-school education establishments, while on the other hand requires due professional abilities of the leaders.
 Factors stimulating the participation of pre-school institutions in international projects are emphasized along pointing out the obstacles of taking part in activities of international projects. Improvements of the projects activities abilities of the heads of pre-school institutions are researched.
 Increasing importance of engagement of pre-school institutions in activities of international projects made the raise for the research of the problem: what are the factors of the work with international projects by the heads of pre-school institutions? The aim of research is to reveal the factors influencing on the work of national and foreign heads of the pre-school institutions with the international projects. The object of research is the factors of participation of the heads of pre-school institutions in international projects. Methods of the research: quantitative analysis – interviewing of Lithuania’s heads of pre-school institutions; qualitative analysis – standard (via questionnaire) interviewing of the Lithuanian, Slovenian, Swedish heads of pre-school institutions; statistical analysis.
 Quantitative analysis has showed that Lithuanian heads of pre-school institutions are stimulated to attend the international projects by the challenge of acquiring new skills, improvement of development process and project activities abilities. Results of the qualitative analysis revealed the following factors motivating the work of the heads of pre-school institutions with the international projects: acquiring new experience, improvement of development process and leaders’ project activities abilities as well as co-operation on the international level. The main obstacle preventing from the work with the international projects revealed in both quantitative and qualitative analysis is the language barrier. According to respondents more active work in international projects could be supported through arrangements of various tutorial seminars including seminars for foreign language improvement. The conclusion based on the results of qualitative analysis may be drawn that active experience gained by participating in the activities of international projects strengthens leader’s position and creates positive conditions for divided leadership at a pre-school institution as well as predetermines the motivation of working with international projects.