Title Međuučenički odnosi i odnos nastavnika i učenika u školama kao pokazatelj kulture organizacije Title (english) Inter-student relations and the relationship between teachers and students in schools as an indicator culture in organization Author Etna Nikić Mentor Vatroslav Zovko (mentor)Committee member Diana Atanasov-Piljek (predsjednik povjerenstva) Committee member Višnja Rajić (član povjerenstva)Committee member Vatroslav Zovko (član povjerenstva)Granter University of Zagreb Defense date and country 2020-09-18, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Polazeći od pregleda literature koji upućuje na ključnu ulogu školske klime i organizacijske kulture škole u smislu uspjeha škole u ostvarivanju njene specifične vizije i misije te uloge u društvu općenito, te vodeći računa o nužnosti kontinuiranog praćenja školske klime i organizacijske kulture škole od strane rukovodstva svake pojedine škole, cilj ovoga istraživanja je provjeriti je li moguće koristiti isti instrument u svrhu mjerenja školske klime i organizacijske kulture škole. U tu svrhu korišten je koncept školske klime koji prepoznaje njenih pet dimenzija: priroda odnosa između nastavnika i učenika; priroda odnosa među učenicima; učenička autonomija; postojanje i primjena školskih pravila i izvršavanje školskih obveza.. Koncept organizacijske kulture operacionaliziran je kroz njenih sedam ključnih komponenti: solidarnost, kultura povjerenja, tolerancija, suradnja, participativni menadžment, pridržavanje pravila i odgovornost. Kvantitativno istraživanje provedeno je na uzorku 102 nastavnika koji predaju završnim razredima srednjih škola koje su sudjelovale u istraživanju, od čega 41 nastavnik predaje u gimnazijama, a 60 nastavnika predaje u srednjim strukovnim školama i koji su dali svoj dobrovoljni pristanak da anonimno odgovore na anketni upitnik koji je sadržavao 32 čestice skale školske klime. Za utvrđivanje prikladnosti podjele tih čestica na sedam subskala koje opisuju komponente organizacijske kulture korištena je eksploratorna faktorska analiza sa zadanim jednim faktorom, koja je potvrdila sadržajnu podjelu čestica na pojedine subskale, osim za subskalu Tolerancija jer za tu subskalu nije pronađena niti jedna čestica koja joj po sadržaju odgovara. Rezultati ovoga istraživanja pokazuju kako je moguće koristiti isti instrument za istodobno mjerenje i praćenje školske klime i organizacijske kulture škole, što ne iznenađuje s obzirom na to da su međuljudski odnosi dionika škole zajednički nazivnik oba koncepta. Ipak zabrinjava činjenica da među 32 čestice kojima se opisuje školska klima nije pronađena ni jedna koja opisuje toleranciju, što otvara perspektivu budućih istraživanja i daje važne praktične implikacije.
Abstract (english) Starting from the literature review which points to the key role of school climate and organizational culture of the school in terms of school success in achieving its specific vision and mission and role in society in general, and taking into account the need for continuous monitoring of school climate and organizational culture. The aim of this research is to check whether it is possible to use the same instrument for the purpose of measuring the school climate and organizational culture of the school. For this purpose, the concept of school climate was used, which recognizes its five dimensions: the nature of the relationship between teachers and students; the nature of the relationship between students; student autonomy; existence and application of school rules and fulfilment of school obligations. The concept of organizational culture is operationalized through its seven key components: solidarity, culture of trust, tolerance, cooperation, participatory management, adherence to rules and responsibility. Quantitative research was conducted on a sample of 102 teachers who teach the final grades of high schools that participated in the research, of which 41 teachers teach in high schools and 60 teachers teach in vocational high schools and who gave their voluntary consent to respond anonymously to the survey questionnaire contained 32 particles of the school climate scale. To determine the suitability of the division of these particles into seven subscales that describe the components of organizational culture, exploratory factor analysis with a given one factor was used, which confirmed the content division of particles into individual subscales, except for the tolerance subscale because no particle was found for its content corresponds. The results of this research show how it is possible to use the same instrument to simultaneously measure and monitor the school climate and organizational culture of the school, which is not surprising given that interpersonal relationships of school stakeholders are the common denominator of both concepts. However, the fact that none of the 32 particles describing the school climate describes tolerance has been found, which opens the perspective of future research and gives important practical implications.
Keywords
organizacijska kultura škole
školska klima
međuljudski odnosi
nastavnici
srednje škole
Keywords (english)
school organizational culture
school climate
interpersonal relations
teachers
high schools
Language croatian URN:NBN urn:nbn:hr:147:020396 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2021-02-24 13:26:57
