| Abstract [eng] |
The Master's thesis analyses change management and co-creation in the transformation of school culture during reorganisation. In order to reveal the problem of the research, the aim is to analyse the processes of transformation of school culture during reorganisation and to identify the ways of change management and co-creation development. The objectives were: to analyse the concept of school culture and its development in the context of school reorganisation; to identify the factors of change management and co-creation in the development of school culture; to empirically investigate the transformation of school culture, the involvement of students and school councillors in the processes of school culture development, and the challenges of co-creation in the context of school reorganisation. For the empirical study, a mixed research design was chosen, applying quantitative and qualitative research methods. Semi-standardised interviews with 9 members of the X School Council: teachers, parents. 359 pupils of reorganised school X participated in the pupil questionnaire. An empirical study of school culture transformation processes during reorganisation found that the most effective ways of managing change are implementation of managerial decisions, communication and involvement of community members. The greatest value is created by the involvement of the whole community in common activities (projects, events, trips) and positive emotional well-being (good mood, goodwill and respectful communication); the evaluation of the involvement of school community members in the school's culture-building processes found that the school leader's consistent actions effectively add to the development of a co-creative culture in school. Teachers play an important role in the development of co-creation, not only by being actively involved in the development of the school culture themselves, but also by encouraging and empowering the involvement of other members of the community; the main problems and challenges identified in the assessment of the impact of co-creation on this process are the reconciliation of different school cultures, community resistance to change, psychological-emotional difficulties of community members, the search for organisational-managerial solutions to the challenges of staff management; the assessment of the pupils' involvement in the process of developing the culture of the school shows that pupils are not active participants in the process of developing the culture: the intensity of cooperation between pupils from different schools is not high; girls are much more active than boys in school culture creation processes and want more involvement in school culture co-creation. |
