| Abstract [eng] |
In recent years, the declining number of pre-school children, ageing teachers and a shortage of young professionals have made the principles of competition increasingly relevant to pre-school institutions, and the motivation, involvement and self-efficacy of teachers have become a challenge for the management of these institutions. This final master‘s thesis focuses on the links between self-efficacy and sociocratic management traits, which suggest that the introduction of sociocratic management techniques increases employee motivation, commitment to the organisation's goals, and involvement in the organisation and its political and social processes. The object of the final master's thesis is the relationship between teachers' self-efficacy and sociocratic management, and the aim of this thesis is to reveal the relationship between teachers' professional self-efficacy and sociocratic management in pre-school educational institutions in Panevėžys. To achieve the aim of the thesis, three tasks were set: to define the concepts of sociocratic management and professional self-efficacy, to theoretically justify the features of sociocratic management and the concepts of professional self-efficacy, to investigate the expression of the dimensions of teachers' professional self-efficacy and the features of sociocratic management and the interrelationships between them in pre-school educational institutions in Panevėžys. The methods of scientific literature analysis and written questionnaire survey were used for data collection, and data analysis was carried out using the methods of descriptive statistical analysis and correlation analysis. The analysis of the scientific literature highlights five features of sociocratic management (valuing every employee; regular meetings, flexible communication; employee participation in the decision-making process; collegial management of the organisation; organisational values based on continuous learning, collective intelligence, equity, trust, partnership, moral principles) and seven dimensions of professional self-efficacy of teachers (decision-making, overcoming tasks and obstacles, motivation, initiating new activities and setting goals, self-knowledge, successful management of situations, learning). In order to assess the expression and interrelationships between the dimensions of teachers' professional self-efficacy and the traits of sociocratic governance in pre-school educational institutions in Panevėžys, a quantitative study was conducted. The results showed that in less than half of the institutions it is possible to find the expression of traits characterising sociocratic management. One of the most important features of sociocratic governance is the appreciation of employees, organisational values and collegial management, but organisations are not yet ready to implement these features collectively. The main obstacles to the development of sociocratic governance are the evaluation of each employee and organisational values. When assessing the level of professional self-efficacy of teachers, it was found that the majority of teachers working in pre-school education institutions in Panevėžys have a medium or a high level of professional self-efficacy. The correlation analysis showed that in order to increase the professional self-efficacy of teachers, it is appropriate to improve the effectiveness of regular meetings and flexible communication in pre-school education institutions in Panevėžys. |
