Psychological and pedagogical support as a space of shared responsibility for educational leaders: Specialist teachers and homeroom teachers

Abstract

The article analyzes tasks related to the provision of psychological and pedagogical support, which constitute a space of shared responsibility among specialist teachers and class educators acting as leaders, coordinators, and advisors – in line with current legal regulations. The reflection is based on the results of the project Accessible School for All, implemented by IBE-PIB in cooperation with UNICEF and the Ministry of Education. The project was grounded in the action learning model, which assumes practical interventions of specialists in collaboration with teachers and educators.

The study on distributed leadership was conducted using both original and adapted tools, enabling an analysis of the perception of tasks and responsibilities from three perspectives: specialists, class educators, and school principals. The article presents only a selected portion of the findings. The analysis revealed consistency in assessments concerning the implementation of most duties, indicating a declarative, team-based commitment to psychological and pedagogical support. At the same time, less precisely defined tasks in legislation – such as cooperation with parents, supporting students’ psychosocial well-being, or developing the potential of gifted students – were found to be implemented in a limited manner and accompanied by discrepancies in the perception of responsibility.

The conclusions correspond with international literature emphasizing the insufficient use of the potential for collaboration between teachers and specialists, as well as the risk of marginalizing certain groups of students. The authors highlight the need for consistent implementation of distributed leadership in schools, systematic strengthening of the leadership competences of specialist teachers, and changes in organizational culture so that legal regulations are effectively translated into educational practice.