Baranović, Branislava and Domović, Vlatka and Štibrić, Marina (2006) O aspektima školske klime u osnovnim školama u Hrvatskoj. Sociologija sela, 44 (4). pp. 485-504. ISSN 0038-0326
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Abstract
U ovom se tekstu autorice bave nekim aspektima školske klime, u osnovnim školama u Hrvatskoj. Analiza se temelji na rezultatima empirijskog istraživanja provedenom na uzorku od 688 učitelja i nastavnika, zaposlenih u 25 osnovnih škola iz različitih regija u Hrvatskoj. Istraživanjem se nastojalo utvrditi kako učitelji i nastavnici percipiraju školsku klimu, postoji li razlika u učiteljskim i nastavničkim percepcijama školske klime s obzirom na dužinu njihova radnog staža i radno mjesto, te postoje li razlike u školskoj klimi između škola. Analiza podataka je pokazala da učitelji i nastavnici potvrđuju postojanje podrške koju ravnatelji iskazuju njihovu profesionalnom razvoju te poticanju na međusobnu suradnju. Također procjenjuju da imaju visok stupanj autonomije u osmišljavanju i izvođenju nastave, uz malen doživljaj kontrole njihova rada. Međutim, percepcija uključenosti i utjecaja na školu kao organizaciju, znatno je nepovoljnija, što se prvenstveno odnosi na ograničenu mogućnost iznošenja kritičkih primjedbi na rad škole. Faktorskom analizom su izlučene tri dimenzije školske klime koje su nazvane „ poticajna radna okolina“, „ autonomija“ i „ otvorenost za promjene“. Dimenzija „ autonomije“ diskriminirala je skupine podijeljene prema radnom stažu i radnom mjestu. Svoju autonomiju pozitivnije su procijenili predmetni nastavnici, osobito oni koji imaju između 6 i 15 godina radnog staža. Učiteljska percepcija njihove niže pozicije u školi potvrdila se i niskim procjenama autonomije, pri čemu najmanju sigurnost osjećaju učitelji s manje od 5 godina radnog staža. Ekonomičnost manjeg broja čestica potvrdila se kroz uspješno razlikovanje škola, u svim trima dimenzijama školske klime. Pri izradi profila školske klime pojedinih škola, do izražaja je došlo razlikovanje škola u dimenziji „ poticajne radne okoline“. Ovim se istraživanjem upotrijebljena Moosova skala za mjerenje školske klime pokazala kao dobar analitički instrument za identificiranje organizacijskih karakteristika škole. (IN ENGLISH: In this article several aspects of school climate in elementary schools in Croatia are analysed. The analysis is based on findings of the empirical research conducted in 2006 on a sample of 688 class and subject teachers in 25 elementary schools located in different regions of Croatia. The research was aimed at identifying teachers' perception of school climate in their schools, differences in their perception of the school climate with respect to their years of service and their work position (whether they are class or subject teachers). Additionally, one of the research goals was to establish differences in school climate between schools. The teachers' answers indicate that their principals support their professional development as well as cooperation with colleagues in schools. They also reported having a high level of autonomy in instructional design and teaching practice, accompanied by a low level of perceived external control. However, their inclusion and real influence on school life were estimated as being significantly less favourable. This particularly concerns their limited ability to voice critical opinions regarding how the school operates. Through the use of factor analysis, three dimensions of school climate were derived: “supportive working environment”, “autonomy” and “openness to change”. The dimension “autonomy” discriminates teachers according to the years of their work experience and their work position. It appears that subject teachers estimate their autonomy more positively than do class teachers, particularly those that have 6 – 15 years of work experience. The fact that class teachers perceive their status in school as lower compared to the subject teachers' status was acknowledged through low estimates of their autonomy, where class teachers working less than 5 years feel the least autonomy. A successful discrimination of schools on all three dimensions of the school climate confirmed a legitimate usage of small number item scales. Development of the school climate profiles revealed that the schools differ mostly on the “supportive working environment” dimension. The modified Moos' scale used for measuring school climate in this research proved to be a valid analytical tool for identifying organisational characteristics of schools.)
| Item Type: | Article |
|---|---|
| Additional Information: | Language: Croatian. - Title in English: Several aspects of school climate in Croatian elementary schools. |
| Uncontrolled Keywords: | Školska klima, osnovne škole, učitelji razredne nastave, predmetni nastavnici, radni staž, poticajna radna okolina, autonomija, otvorenost za promjene (school climate, elementary schools, class teachers, subject teachers, work experience, supportive working environment, autonomy, openess to change) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HM Sociology L Education > L Education (General) |
| Depositing User: | Karolina |
| Date Deposited: | 15 Dec 2016 13:51 |
| Last Modified: | 13 Jan 2017 15:07 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/547 |
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