| Abstract [eng] |
The dissertation deals with the problem of the school as a learning organisation feature expression in the processes of school personnel’s (administrating and teaching staff) self-direct learning. The analyses of educational, managerial and philosophical sources helped to substantiate the typical features of the school as a specific learning organisation, the personnel’s learning processes in the organisation, school personnel’s competences of self-direct learning in the processes of self-educating and self-training. The empirical part of the work describes the methodology of quantitative and qualitative researches, suggests the reasons for the choice of the research instruments (questionnaire), the application of such methods as content and statistic data analyses. The quantitative research based on application of the questionnaire helped to identify the expression of the school features as a learning organisation, the necessity of school personnel’s learning and the competences of self-direct learning. The content analysis of strategy plans suggested by schools of general education exhibited the forms in which the school features as a learning organisation get their expression, however, determined the personnel’s attitudes towards self-direct learning recorded in the texts of school mission, vision and strategy goals. On the bases of the dissertation theoretical and empirical research data the recommendations for educational politicians (of national and regional levels), for administrating and teaching staff of the general education school are suggested; the recommendations aim at the strengthening of the school features as a learning organisation via involving the personnel into the processes of self-direct learning where the competences of life long unintentional learning grows into the type of deliberately planned learning. |
