Mokyklos kaip besimokančios organizacijos modelio raiškos tyrimas taikant strateginių planų kontentinę analizę

LTStraipsnyje, remiantis kokybinio tyrimo duomenimis, nagrinėjama Lietuvos bendrojo lavinimo mokyklos kaip besimokančios organizacijos veiklos strategija, atskleidžiama besimokančios mokyklos bruožų raiška, įprasminta mokyklos misijoje, vizijoje bei strateginiuose tiksluose. Empiriniame tyrime panaudotas bendrojo lavinimo mokyklų veiklą reglamentuojančių dokumentų (strateginių planų) kontentinės analizės metodas, kuris Lietuvos edukologiniuose tyrimuose kaip savarankiškas metodas nėra plačiai taikomas ir stokoja pripažinimo. Kokybinio tyrimo duomenys analizuojami taikant kokybinę kontentinę ir fenomenologinės hermeneutikos analizę, kuria siekta suvokti, apibūdinti ir aprašyti fenomeno esmę. Bendrojo lavinimo mokyklų veiklos strategijos tyrimas atskleidė, kad besimokančios mokyklos bruožai yra įprasminami mokyklų veiklos strateginėse kryptyse, tačiau vieni jų atspindi mokyklos realizuojamas veiklas, kiti – tik siekį jas įgyvendinti. Remiantis tyrimo duomenimis galima teigti, jog mokyklų strateginė veikla yra orientuota į besimokančios mokyklos kūrimą, tačiau tam tikros edukacinės ir vadybinės veiklos (bendruomeniškumu grindžiamas mokyklos valdymas, informacijos išorinei aplinkai teikimas, komandinis darbas ir mokymasis) bendrojo lavinimo mokyklose yra išplėtotos nepakankamai. [Iš leidinio]Reikšminiai žodžiai: Besimokančios mokyklos bruožai; Dokumentai; Dokumentų kontentinė analizė; Fenomenologinė hermeneutika; Mokykla kaip besimokanti organizacija; Strateginiai veiklos planai; Turinio analizė; Veiklos strategija; Content analysis; Document content analysis; Model of organisation; Phenomenological hermeneutics; School as a learning; School as a learning organization; Strategic action plans; Strategic plans.

ENArticle analyses strategic action plans of Lithuanian mainstream schools as learning organisations. The manifestation of the features of school, contained in the school vision and strategic aims is revealed. The empiric research uses the content analysis method of the documents regulating the activities of mainstream schools (strategic plans). The qualitative research data is analysed by applying principles of phenomenological hermeneutics. They allow comprehending and describing the phenomenon of a mainstream school as a learning organisation and singling out its meanings. One of the essential data collection and analysis procedures is document selection. Documents are understood as sources of information, as written texts, testifying about social reality, opinions, and attitudes. The research is based on the original official written documentary sources, i.e. documents planning school activities. They include the system of planning and set the aim to manage school activities more efficiently and to muster community for the solution of urgent problems. While compiling this document, the needs of contemporary society, corresponding to the quality of education, are kept in mind; attempts are made to ensure that self-education needs of the students be met in the most qualitative way. The main document evaluation criteria, such as reliability, representativeness, and importance, are taken into consideration.As document analysis starts with their collection, data collection and analysis processes cannot be separated. Having chosen a data collection method, the decision is made regarding data analysis: the application and stages of content analysis. Firstly, the most important documents regulating the strategy of school activities – strategic plans – are chosen for the analysis. Then categories and the most general content of logical concepts are defined. The content defines separate variables, oriented towards the aim of the qualitative research; then follows the singling out of the units of meaning (sentences, paragraphs, their evaluation) by establishing whether the examined category exists or not (the establishment of the existence/non-existence). The outcomes of the content analysis are not interpreted quantitatively; statistical analysis is not used, because the essence of the content analysis is interpretation. Qualitative analysis is performed hermeneutically; attempts are made to employ a valid and acceptable understanding of the meaning of the text. The content analysis of the plans of mainstream schools required designing instrumentation – an encoding bank, which included not only the manifestation of the features of a learning school characterising categories and subcategories but the data itself. The choice of the documents (school strategic plans) as an original source provided an opportunity to get objective information, unprocessed by cither researchers or evaluators. The content analysis of strategic plans as a qualitative diagnostic instrument ensured the quality of the research data. [From the publication]

• Sociologija / Sociology
• Edukologija / Education