| Abstract [eng] |
The everyday encounter with social and economic challenges increases the higher requirements for every teacher. The pursuit of higher performance in a competitive environment determines the need of development of the new organizational knowledge. However, even especially talented, a single teacher cannot ensure the functioning of all organization, therefore, there is taken advantage of the teachers’ organizational learning. Organizational learning process in educational organizations has attracted the attention of scientists. Mulford (2005), Dyck with co-authors (2005), Park (2008), Higgins and others (2012), Manuti and co-authors (2017) admit that reliability of the research results is limited by the fact that not all scientific research is empirically verified, and therefore, they are more based on only theoretical discussions. The concepts of the organizational learning are treated by scientists differently; there is no consensus on the substance of the teachers’ organizational learning. Considering the relevance of the topic, it is important to study the preconditions and peculiarities of teachers’ organizational learning, taking into account the specific context of the learning. This is a scientific problem which requires a research. The results of an empirical research would not only help to identify the peculiarities of certain organizational learning preconditions, but also the interaction of these factors. These results may be useful for schools which seek the improvement of the conditions encouraging the process of teachers’ organizational learning. For the aforementioned reasons, in this Master’s thesis the following problematic issues are raised: what is the substance of the teachers’ organizational learning? What are the preconditions of learning that determine the teachers’ organizational learning in the specific context? How do the preconditions of the teachers’ organizational learning in a specific context determine the peculiarities of the teachers’ organizational learning? The object of the research – preconditions and peculiarities of teachers’ organizational learning in the specific context. The aim of the research – to reveal preconditions and peculiarities of teachers’ organizational learning determined by the specific context. Objectives of the research: 1) reveal the substance of teachers’ organizational learning and its dependence on the context; 2) prove the empiric research methodology in teachers’ organizational learning, its preconditions and peculiarities; 3) empirically determine the preconditions and peculiarities of teachers' organizational learning determined by the specific context. Primarily, in the master’s thesis the analysis of the scientific literature, referring to which the theoretical model of the preconditions of the teachers’ organizational learning were based was carried out. In order to determine these preconditions and peculiarities in a specific context, the model was adapted using Nonaka and Takeuchi (1995) organizational learning model SECI. The empirical research, in which there was pursued to verify the formed theoretical model and determine the preconditions and peculiarities of the teachers’ organizational learning determined by the specific context, was carried out at the X-school - multifunctional centre, applying the case study method. In the research triangulation of the methods, using the following methods was applied: semi structured interviews, monitoring, and analysis of the documents. The obtained data is analysed performing content analysis. The results of the research have showed that teachers’ organizational learning is a complex process, which depends on a specific context and is influenced by the internal and external learning preconditions of this context. A specific case study has revealed the following important internal and external preconditions: changeable education policy, changeable school context, organizational culture, head teacher’s leadership, building a shared vision, personal mastery, team learning, systems thinking, and mental models. Teachers’ organizational learning in a specific context can be encouraged by creating suitable conditions for teachers’ learning. |
