Socialinio pedagogo profesinė adaptacija mokyklos bendruomenėje: kokybinės diagnostikos rezultatai

• Žydžiūnaitė, Vilma
• Jonušaitė, Simona

LTStraipsnyje pateikiamos tyrimo studijos tikslas - diagnozuoti socialinio pedagogo profesinės adaptacijos mokyklos bendruomenėje esmines charakteristikas ir išryškinti socialinio pedagogo profesinės adaptacijos mokykloje ribotumus. Šiam tikslui realizuoti pasitelkti tyrimo metodai: mokslinės literatūros analizė, apklausa raštu, kokybinė turinio (content) (toliau - content) analizė. Atliktos kokybinės content analizės rezultatai kaip kokybinės diagnostikos išdava išryškino charakteristikas, kurios daro įtaką socialinio pedagogo profesinei adaptacijai mokykloje: išoriniai mokyklos aplinkos veiksniai, priklausantys nuo mokykloje egzistuojančios hierarchijos vadybos požiūriu; mokyklos bendruomenės narių susiformavusios sampratos apie socialinio pedagogo veiklą; mokyklos bendruomenės pasirengimas priimti ir pripažinti tokio specialisto būtinumą savo bendruomenėje. [Iš leidinio]

ENThe aim of the study: to diagnose the core characteristics and illuminate interferences of social pedagogue's professional adaptation at the school community. In order to realize the study aim there were used these research methods: scientific literature analysis, questioning, qualitative content analysis. The main methodological emphasis is on qualitative content analysis as an element of qualitative diagnostics. Qualitative content analysis is based on systemic realization of these steps: 1) multiple reading of the text; 2) identification of manifest categories based on 'key' words; 3) dividing the categories into subcategories; 4) interpretation of the categories with subcategories included and their substantiation, based on the extracted evidence from the text. The article reveals the specificity of social pedagogue's professional adaptation from socioeducational standpoint. The results of qualitative content analysis as an outcome of qualitative diagnostics had been illuminated: I) The standpoints related to social pedagogue's activity: a) Respondents do not indicate the social pedagogue as a leader at the school community, b) Social pedagogue's activity is perceived as multifunctional work that is based on help and care for persons, who have problems in socialization, c) At school social pedagogue realizes the organizational activity and collaborates with parents, teachers and institutions. The specific functions such as prevention, education etc. are realized inactively. Most of the respondents indicate, that social pedagogue's activity at school is still unspecified, d) Social pedagogue's activity is more urgent at school because of his specific education, which could influence the quality of activity related to collaboration with the school community. Effectiveness of social pedagogue's professional adaptation and activity depends on the individual qualities, acquired knowledge, skills, abilities, motivation and social environment.Decisions that are made by social pedagogue cannot be realized without collaboration with the school community. II) The characteristics that influence the social pedagogue's professional adaptation at school: a) External factors, which are dependent on school hierarchy from the managerial standpoint, b) School community's comprehension of the social pedagogue's activity, c) Readiness of school community to accept and recognize the importance of such specialist at school. III) The factors, which are the precondition of effective social pedagogue's professional adaptation on various levels: a) Individual/personal level - possibility to develop competence, self - realization and personal qualities of social pedagogue, b) Organizational level - psychological climate at school and school community's attitude to social pedagogue's activity, c) Systemic level - effectiveness of education and social - economic politics related to social pedagogue's profession and his/her activity. [From the publication]