Šiuolaikinės mokyklos klimatas ir jo veiksniai

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Šiuolaikinės mokyklos klimatas ir jo veiksniai
Alternative Title:
Climate of modern school and its factors
In the Journal:
Specialusis ugdymas [Special Education]. 2004, Nr. 1 (10), p. 49-66
Summary / Abstract:

LTStraipsnyje analizuojamas edukacinės aplinkos klimato aprašomasis tyrimas, atliktas Lietuvos bendrojo ir specialiojo lavinimo mokyklose. Nagrinėjant teorinius klimato vadybos aspektus, išryškinant pedagogų refleksijas apie mokyklos bendruomenę, bandoma atskleisti būdingus šiuolaikinei mokyklai psichosocialinio klimato ypatumus, rasti svarbiausius veiksnius, lemiančius ar turinčius poveikį mokyklos, kaip švietimo organizacijos, klimatui. Lyginant dviejų tipų mokyklų klimatą vykstančių Švietimo reformų kontekste, ieškoma sąsajų su požiūriu į pedagoginį darbą, darbo sąlygų (higieninių ir motyvuojančių veiksnių) vertinimu, vadovavimo mokyklai stiliumi. [Iš leidinio]

ENThe article presents a research of school climate made in Lithuanian special and mainstream schools. It analyzes pedagogues' reflections on school community and reveals the peculiarities of psychosocial climate typical to modern school trying to find the main factors influencing the climate of educational organization. The school microclimate and the tendencies of its factors are similar both in special and in mainstream school. A big part of those who participated in the research gave a positive evaluation of school climate. Nevertheless teachers from special schools estimated the microclimate of their community better. Almost one third of teachers from both schools gave a negative or contradictory estimation of their school's climate. It shows feel tension in their relations and are not safe. The anxiety of the teachers could be associated with structural changes in schools of the whole country and with the doubts about the prospects of work. Most of all the teachers are dissatisfied with hygienic factors, material provision, their salaries. Most of the teachers are positively motivated by the possibilities of professional development, variety of their occupation, acknowledgement of their status and needs; they are satisfied with regular occupation and work, relations with their heads etc. Participating style is dominating in special schools; in mainstream schools - participating and participating -consulting styles. The differences in the style of administration between special and mainstream schools are not great and the tendencies are similar. However the style of administration has a big impact on school microclimate and teachers' attitude to their job.In special schools where the style of administration is participating the estimation of school climate is positive by more than one third of the teachers; more than half of the teachers have got a positive attitude to their job; the main factors of their motivation are satisfying their needs and status, possibilities of professional development, the essence and variety of their occupation. In special schools where the style of administration is consulting-participating only a rather small part of the teachers evaluate school climate positively; there are also fewer cases of positive attitude to pedagogical work. There are slight differences among the teachers of the investigated schools what concerns the teachers' attitude to their job and the factors influencing their motivation and their impact on microclimate. Still in mainstream schools not hygienic factors (material provision of school, teaching load, salary, relations with the head etc.) have the strongest influence on microclimate and the attitude to work but the factors concerning the essence of work, status, satisfying the professional needs. Motivating factors have a strong impact on the attitude to pedagogical work and school climate. Improving the school climate it is necessary to take into consideration the most important factors: satisfying the needs of professional status and professional development. Development of pedagogical professional competence, trusting the teaching staff and giving them some of administration functions, bigger variety of their occupation should stimulate satisfaction with their job. [From the publication]

ISSN:
1392-5369; 2424-3299
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https://www.lituanistika.lt/content/43416
Updated:
2020-04-03 17:45:44
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