Abstract [eng] |
The master's thesis analyses the management of career adaptation processes in educational organizations from both theoretical and practical perspectives. In this study, career beginners refer to teachers, student support specialists, special education teachers, psychologists, speech therapists, or, more broadly, educators and pedagogical staff who work in general education schools or educational institutions for up to two years. The terms career beginners, teachers, student support specialists, special education teachers, psychologists, speech therapists, educators, educational organizations, educational institutions, and schools are used interchangeably in respondents' answers and data summaries. An analysis of statistical sources revealed that over the past five years, the number of career beginners in educational institutions has been increasing, but there has also been a notable dropout from the profession. The study's object is the management of career adaptation for beginners in educational organizations. The aim of the thesis is to reveal the characteristics of career adaptation and its management trends in educational organizations. The research problem posed is how the adaptation process—encompassing economic, social, and personal aspects related to working conditions and career opportunities—is managed. The study examines key questions: what are the experiences of career beginners during adaptation, and what are the trends in managing career adaptation? The research delves into the concept of adaptation, identifying the factors that prevent career beginners from successfully adapting within educational institutions and continuing their chosen career, as well as the challenges and problems associated with adaptation management. Additionally, the role of experienced and well-established educators in managing adaptation within educational organizations is examined, specifically in creating a favourable adaptation environment for newcomers. Adaptation management models and their effectiveness are also discussed. A qualitative study was conducted in general education schools in the Šiauliai district, using two questionnaires: one for school administrators and another for career beginners. The empirical research objective was to reveal the characteristics of career adaptation and the tendencies of its management in educational organizations. To achieve this objective, the following research tasks were set: analyse the concept of adaptation and theoretical models of adaptation management; explore the experiences of career beginners in educational organizations, identifying key problems and challenges; assess adaptation management experiences from the perspective of administrators to ensure effective human resource development in the organization; provide research-based recommendations for more effective career adaptation management. The study sought to identify how career adaptation processes are managed in educational organizations. Adaptation management was identified through an analysis of research data compared to adaptation models discussed in the theoretical framework of the thesis. The findings indicate that the management of career adaptation is a multidimensional process based on various models: individualized, inclusive, 360-degree, and professional development models. Mentorship programs facilitate smoother integration into educational institutions; however, not all educational organizations implement them. Thus, reflective learning, professional development, peer support, and administrative backing are essential factors that help educators overcome challenges, grow, and remain in the profession. |