Naslov Odnos dimenzija kulture ustanove ranog odgoja i obrazovanja iz perspektive odgajatelja Naslov (engleski) THE RELATIONSHIP OF CULTURE DIMENSIONS OF EARLY AND PRESCHOOL EDUCATION INSTITUTION FROM THE EDUCATOR'S PERSPECTIVE Autor Akvilina ČamberTambolaš Mentor Lidija Vujičić (mentor)Član povjerenstva Renata Čepić (predsjednik povjerenstva)Član povjerenstva Nena Rončević (član povjerenstva)Član povjerenstva Anka Jurčević Lozančić (član povjerenstva)Ustanova koja je dodijelila Sveučilište u Rijeci Datum i država obrane 2025, Hrvatska Znanstveno / umjetničko DRUŠTVENE ZNANOSTI Univerzalna decimalna klasifikacijaUDC ) 37 - Obrazovanje Sažetak Svaka ustanova ranog odgoja i obrazovanja ima svoju specifičnu kulturu. Sukladno (su)konstruktivističkom shvaćanju odgoja i obrazovanja, kulturu ustanove ranog odgoja i obrazovanja određujemo kao postignuće jedne organizirane zajednice, prepoznatljivo u zajedničkim temeljnim postavkama, uvjerenjima odgajatelja, ravnatelja, stručnih suradnika, administrativnog i pomoćnog osoblja i roditelja, karakterističnih za djelovanje odgojno-obrazovne ustanove, a prepoznaje se po međusobnim odnosima ljudi,
... Više njihovom zajedničkom radu, upravljanju ustanovom, organizacijskom i fizičkom okruženju, te stupnju usmjerenosti na kontinuirano učenje i istraživanje odgojno-obrazovne prakse u svrhu njezinog unaprjeđenja (Vujičić, 2011). Stoga je cilj istraživanja bio ispitati povezanost među odabranim dimenzijama kulture ustanove ranog odgoja i obrazovanja (odgojno-obrazovna paradigma odgajatelja, odgojno-obrazovna praksa, međuljudski odnosi u ustanovi, profesionalni razvoj, strukturalne dimenzije) te njihov odnos s odabranim individualnim (razina obrazovanja odgajatelja, duljina radnog staža i procjena samoučinkovitosti) i kontekstualnim varijablama (veličina vrtića, broj djece u skupini, vrsta skupine prema dobi djece, usklađenost broja djece u skupini s propisanim normativima). Za ispitivanje kulture ustanove ranog odgoja i obrazovanja korišten je Upitnik za procjenu kulture ustanove ranog odgoja i obrazovanja sastavljen od skala koje mjere odabrane dimenzije kulture ustanove: 1. Skala odgojno-obrazovne paradigme odgajatelja; 2. ORA Skala suvremene odgojno-obrazovne prakse; 3. Skala prostornomaterijalnog okruženja; 4. Skala vremenske organizacije; 5. Skala odnosa u ustanovi; 6. Skala profesionalnog razvoja odgajatelja; 7. ORA Skala samoučinkovitosti odgajatelja. Istraživanje je provedeno na stratificiranom uzorku odgajatelja (N=563) zaposlenih u vrtićima u 4 odabrane županije (Grad Zagreb, Osječko-baranjska županija, Primorskogoranska županija i Splitsko-dalmatinska županija), čiji su osnivači jedinica lokalne i područne uprave ili samouprave (JLS) metodom online anketiranja.
Kada je riječ o odgajateljskim procjenama odabranih dimenzija kulture ustanove, rezultati su pokazali da se ispitani odgajatelji u vrlo visokoj mjeri priklanjaju suvremenoj slici o djetetu i suvremenom shvaćanju učenja i poučavanja, pa zaključujemo da u vrlo visokoj mjeri gaje suvremenu odgojno-obrazovnu paradigmu. Nadalje, ispitani odgajatelji vrlo visoko procjenjuju suvremenost vlastite odgojno-obrazovne prakse u čijem je središtu dijete, te poprilično visoko procjenjuju vlastitu samoučinkovitost u svakodnevnom odgojno-obrazovnom radu s djecom. Kvalitetu međuljudskih odnosa u ustanovi na dvjema razinama (odnosi među odgajateljima i odnosi između odgajatelja i ravnatelja/stručnih suradnika) procjenjuju osrednjom. Učestalost uključenosti odgojnoobrazovnih djelatnika svoga vrtića u suvremene (transformacijske) modalitete profesionalnog razvoja ispitani odgajatelji procjenjuju osrednjom. Organizaciju prostora i ponudu odgojno-obrazovnih materijala u vrtiću procjenjuju u osrednjoj mjeri u suglasju sa suvremenim principima stvaranja poticajnog prostorno-materijalnog okruženja vrtića u smislu njegove otvorenosti, fleksibilnosti i usmjerenosti na poticanje socijalnih interakcija djece i odgajatelja.Korelacijske analize potvrdile su hipotezu o međusobnoj povezanosti različitih dimenzija kulture ustanove ranog odgoja i obrazovanja, uz naznaku da su, za razliku od pretpostavljenih umjerenih do visokih korelacija, dobivene niske do umjerene korelacije među ispitivanim dimenzijama kulture ustanove. Od svih ispitivanih dimenzija kulture ustanove ranog odgoja i obrazovanja kao moderatora odnosa između odgajateljeve suvremene odgojno-obrazovne paradigme i suvremene odgojno-obrazovne prakse, jedino se profesionalni razvoj odgajatelj pokazao značajnim moderatorom navedenog odnosa. U radu se nastojalo pokazati da kvantitativni pristup u istraživanju kulture odgojnoobrazovne ustanove može dati svojevrstan uvid u odnos pojedinih dimenzija kulture ustanove kao podloge za kvalitativno razumijevanje njezinih različitih dimenzija, kao i generiranje učinkovitih prijedloga, u području odgojno-obrazovne prakse, znanosti i obrazovne politike, za njeno kontinuirano propitivanje i unaprjeđenje. Sakrij dio sažetka Sažetak (engleski) Every early and preschool education institution has its own specific culture. In accordance with the (co)constructivist understanding of upbringing and education, we define the culture of an early and preschool education institution as the achievement of an organized community, recognizable in the shared basic settings and beliefs of educators, principals, professional associates, administrative and support staff and parents, which are characteristic for the operation of educational
... Više institution, and is identified by mutual relationships among people, their collaboration, management of the institution, organizational and physical environment, and the degree of focus on continuous learning and research of educational practice for the purpose of its improvement (Vujičić, 2011). Therefore, the goal of the research was to examine the correlation between the selected culture dimensions of early and preschool education institution (educator's educational
paradigm, educational practice, interpersonal relations in the institution, professional development, structural dimensions) and their relationship with the selected individual (educator's education level, length of service and educatior's assessment of self-efficacy) and contextual variables variables (size of kindergarten, group size, type of educational group according to the age of the children, compatibility of the group size and prescribed normatives). To examine the culture of an early and preschool education institution, the Questionnaire for assessing the culture of an early and preschool education institution
was used, composed of scales that measure selected dimensions of the institutional culture: 1. Educator's Educational Paradigm Scale; 2. ORA Contemporary Educational Practice Scale; 3. Scale of Spatial and Material Environment; 4. Time Organization Scale; 5. Scale of Relationships in the Institution; 6. Scale of Professional Pevelopment of Educators; 7. ORA Educator's Self-Efficacy Scale. The research was conducted on a stratified sample of educators (N=563) employed in
kindergartens (whose founders are local and regional administration units or selfgovernments) in 4 selected counties (City of Zagreb, Osijek-Baranja County, PrimorjeGorski Kotar County and Split-Dalmatia County), using the online survey method. When it comes to educators' evaluations of selected dimensions of the institutional culture, the results showed that the educators to a very high extent adhere to the modern image of the child and the modern understanding of learning and teaching, so we conclude that they adhere to the modern educational paradigm to a very high extent. Furthermore, the surveyed educators rate very highly the modernity of their own child-centered educational practice, and they rate their own self-efficacy in their daily educational work with children quite highly. The quality of interpersonal relationships in the institution at two levels (relationships between educators and relationships between educators and principal/professional associates) surveyed educators assessed as average. They estimate the frequency of involvement of the educational staff of their kindergarten in modern (transformational) modalities of professional development as average. The organization of the space and the offer of educational materials in the kindergarten are evaluated as average in accordance with the modern principles of creating a stimulating spatial and material environment of the kindergarten in terms of its openness, flexibility and focus on encouraging social interactions between children and educators. Correlation analyzes confirmed the hypothesis about the interrelationship of different dimensions of the culture of an early and preschool education institution, indicating that, in contrast to the assumed moderate to high correlations, low to moderate correlations were obtained among the examined dimensions of the institution's culture.Of all the examined dimensions of the culture of the early and preschool education institution as a moderator of the relationship between the educator's contemporary educational paradigm and contemporary educational practice, only the educator's professional development proved to be a significant moderator of the aforementioned relationship. The paper tried to show that a quantitative approach in researching the culture of an
educational institution can provide an insight into the relationship between individual dimensions of the institutional culture as a basis for a qualitative understanding of its various dimensions, as well as create effective proposals in the field of educational practice, science and education policy, for its continuous research and improvement. Sakrij dio sažetka Ključne riječi
kultura odgojno-obrazovne ustanove
kultura ustanove ranog odgoja i obrazovanja
odgajatelj
sociokonstruktivizam
ustanova ranog odgoja i obrazovanja
Ključne riječi (engleski)
culture of an educational institution
culture of an early and preschool education institution
educator
socioconstructivism
early and preschool education institution
Jezik hrvatski URN:NBN urn:nbn:hr:186:753995 Datum promocije 2025 Studijski program Naziv: Doktorski studij Pedagogija Vrsta resursa Tekst Način izrade datoteke Izvorno digitalna Prava pristupa Otvoreni pristup Uvjeti korištenja Datum i vrijeme pohrane 2025-03-13 12:13:37
