Organizacijska kultura in klima v šoli

doktorska disertacija

Karmen Mikek (Avtor), Matej Sande (Mentor), Zinka Kolarič (Komentor)

Povzetek

Organizacijski kultura in klima, tudi v povezavi z zadovoljstvom zaposlenih, v zadnjih letih postajata vse pomembnejši. Iz prvotne uporabe v gospodarstvu se zavedanje o pomenu njunega ocenjevanja, interpretiranja in spreminjanja ali vzdrževanja prenaša tudi na šole in podobne organizacije. Čeprav gre za pojava, ki imata v raziskovanju nekaj desetletno tradicijo, je raba terminologije še vedno precej nekonsistentna. Nekateri avtorji ju opisujejo kot en sam pojav, medtem ko ju drugi jasno ločujejo, spet tretji pa enega definirajo kot dimenzijo drugega. V tem delu pojava obravnavam ločeno, v fazi interpretacije pa ju, ob upoštevanju predpostavke, da organizacijska kultura odraža simbolno in organizacijska klima psihološko plat življenja zaposlenih v šoli, združim z namenom osvetlitve celostne podobe šolske kulture in klime. Na pojav šolske kulture in klime gledam z vidika jasnosti ciljev šole, modela odločanja, odgovornosti, avtonomije, odnosa do vodenja, meril za kakovostno delo, nagrad, komunikacije, sprejetosti in podpore, občutka za skupnost ter oprtost za probleme, kot se kažejo v šoli. Šolski kulturo in klimo raziskujem v povezavi z zadovoljstvom zaposlenih ter ustvarjanjem kakovostnega, k učenju naravnanega delovnega okolja v šoli. Zanima me vloga vodstva in svetovalne službe v procesu njunega oblikovanja, ocenjevanja in spreminjanja. Namen raziskave je bil odkriti, kakšno kulturo prepoznavajo zaposleni na slovenskih osnovnih in srednjih šolah, kako ocenjujejo klimo in kakšno bi si želeli; oceniti zadovoljstvo zaposlenih in opisati vlogo ravnateljev in svetovalnih delavcev pri ustvarjanju organizacijskih kulture in klime. Raziskava je bila razdeljena na dva dela, uporabljen pa kombiniran, komplementaren pristop k raziskovanju, pri čemer je bilo v prvem delu opravljeno anketiranje učiteljev, svetovalnih delavcev in ravnateljev na reprezentativnem vzorcu slovenskih osnovnih in srednjih šol, v drugem delu pa so bili za natančnejši vpogled v vlogo ter položaj ravnateljev in svetovalnih delavcev opravljeni poglobljeni intervjuji. Komplementarnost se kaže v ločeni analizi posameznih delov, ki se združijo šele na stopnji interpretacije. Rezultati kažejo, da zaposleni na slovenskih šolah prepoznavajo močno organizacijsko kulturo, v kateri so cenjeni znanje in dosežki, ter odprto in podporno klimo, in sicer ne glede na to, ali prihajajo z osnovnih ali srednjih šol in neodvisno od velikosti šole. Razlike v oceni kulture se kažejo med ravnatelji, učitelji in svetovalnimi delavci, pri čemer ravnatelji zaznavajo bistveno močnejšo kulturo ter bolj odprto in podporno klimo kot drugi. Pri vseh se pojavlja razkorak med ocenjeno in želeno klimo, pri čemer si vsi želijo še bolj odprte in podporne klime. Rezultati kažejo, da bolj ko je klima podporna, večji občutek samostojnosti ter varnosti pri delu zaposleni prepoznavajo. Ocena klime se povezuje tudi z željo po zamenjavi zaposlitve in z motivacijo za bolniško odsotnost z dela zaradi slabega počutja. Bolj podporna in odprta ko je klima, manjši sta želja po zamenjavi zaposlitve in nuja zaposlenih po odsotnosti z dela zaradi slabega počutja na delovnem mestu. Oceni kulture in klime se med seboj povezujeta. Povezujeta pa se tudi z zadovoljstvom pri delu. Rezultati kažejo, da zaposleni visoko ocenjujejo zadovoljstvo pri delu, pri čemer se najvišje ocenjuje zadovoljstvo s stalnostjo zaposlitve in delom. Ravnatelji imajo v celotnem procesu oblikovanja, ocenjevanja in spreminjanja šolskih kulture in klime ter zagotavljanja zadovoljstva in razmer za učinkovito učno okolje prav zaradi svoje pozicije in vloge pri organizaciji dela ter doseganju ciljev šole bistven pomen. Izpostavlja se, da je skrb za kulturo in klimo naloga vseh zaposlenih, gotovo pa ima svetovalni delavec zaradi svoje vloge v šoli ter širokega uvida v sistem možnost in priložnost za aktivno vlogo pri njunem soustvarjanju in spreminjanju.

Ključne besede

osnovne šole;srednje šole;zadovoljstvo;ravnatelji;učitelji;svetovalni delavci;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2015
Tipologija:	2.08 - Doktorska disertacija
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[K. Mikek]
UDK:	373.3/.5:005.73(043.3)
COBISS:	10813769
Št. ogledov:	1152
Št. prenosov:	173
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Organizational culture and climate at school
Sekundarni povzetek:	In recent years, organizational culture and climate have gained more importance, also in connection with the satisfaction of employees. From the original use in the economy, the very awareness of the meaning of their evaluation, interpretation, as well as changing or maintaining is passed on schools and similar institutions. Despite dealing with phenomena which have a long tradition in the field of research, the use of their terminology still proves to be rather inconsistent. Some researchers describe them as a single phenomenon, whereas others make a clear distinction between them or define one as a dimension of the other. In the following thesis, both phenomena are dealt with separately, whereas in the interpretation phase they are combined, considering the assumption that organizational culture reflects the symbolic side and organizational climate the psychological side of the employees’ life at school, in order to highlight the overall image of school culture and climate. School culture and climate are researched within goal clarity, decision-making model, responsibility, autonomy, leadership, quality work criteria, rewards, communication, warmth and support, sense of community, as well as openness towards problems shown at school. School culture and climate are further researched in connection to employees’ job satisfaction and creating learning communities. The research is centered on the role of principals and school counsellors in the process of forming, evaluating and changing the culture and climate. The aim of the present research was to discover what kind of culture is recognized among the Slovenian primary and secondary school employees, evaluated and desired climate, employees’ job satisfaction, as well as to outline the school counsellor and principal role in the field of organizational culture and climate. The research was divided into two parts, using a combined, complementary approach towards research. In the first part, a survey among teachers, school counsellors and principals was carried out, based on a representative sample of Slovenian primary and secondary schools. In the second part, however, detailed interviews among principals and school counsellors were conducted in order to get a deeper insight into their roles and positions. Complementarity is shown in separate analyses which are united in the interpretation phase. According to the results, the employees at Slovenian schools identify a strong organizational culture which appreciates knowledge and achievements, as well as an open and supportive climate, regardless of the school type or its size. Nevertheless, there are differences in evaluation of principals, teachers and school counsellors, wherein principals perceive much stronger culture and more open and supportive climate than others. There is a clear discrepancy between evaluated and desired climate, the latter being even more open and supportive. Considering the results, the more supportive climate, the stronger feeling of autonomy and security at work. The climate evaluation correlates to the idea of remaining in a job and the motivation of taking a sick leave due to bad condition. The more open and supportive climate, the stronger idea of remaining in a job and lesser motivation of taking a sick leave. Culture and climate evaluations are intertwined, each correlating to job satisfaction. There is a high job satisfaction level among the employees where job permanence and work itself are ranked the highest. Principals play an essential role in the whole process of forming, evaluating and changing school culture and climate, as well as providing satisfaction and conditions for an efficient learning environment due to their role and position in the process of work organization and achieving educational goals. Maintaining culture and climate affects all employees. However, a school counsellor is in the position of being actively involved in the process of common creating and changing of culture and climate
Sekundarne ključne besede:	Šole;Disertacije;Organizacijska kultura;Organizacijska klima;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Doktorska disertacija
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	229 str.
ID:	9077347