| Abstract [eng] |
The master's thesis examines the management of school staff's learning agility in the context of change implementation. The relevance of the topic is grounded in the dynamic environment of educational organizations and the importance of staff adaptability to changing conditions. Learning agility is defined as the willingness and ability of individuals to quickly learn from experience, adapt, and act effectively in complex situations. The aim of the thesis is to explore the experiences of managing learning agility among school staff within the network of schools for individual progress (VIP). The study focuses on four key dimensions of learning agility: people, results, mental, and change agility. The objectives include analyzing the manifestation of learning agility, its connections to change implementation, examining the planning and organization of changes, and evaluating staff attitudes toward changes. The methodology encompasses a systematic review of scientific literature, a quantitative study, and statistical data analysis. Data were collected through a survey involving 205 school staff members from VIP network schools. The findings provided insights into the relationships between staff learning agility and the implementation of changes. The results revealed that changes in VIP network schools are predominantly implemented following a planned management model. While leaders actively participate in planning and goal-setting, teacher involvement in initiating changes remains limited, leading to emotional stress and resistance to change. Staff learning agility significantly influences their attitudes toward changes: higher agility levels enhance a positive perception of changes and leadership support. However, people and change agility were found to be less developed, potentially hindering effective change implementation. The thesis concludes with recommendations for teachers, school leaders, and researchers. Teachers are advised to enhance their emotional resilience and workload management skills. School leaders are encouraged to involve teachers in the planning process and foster interdisciplinary collaboration. Researchers are recommended to further explore the topic of learning agility in different educational systems worldwide. The study has both theoretical and practical significance, contributing to the conceptualization of learning agility management and its impact on change implementation in educational organizations. |
