| Abstract [eng] |
This master’s thesis analyses practices of the school headmaster in fostering an organizational culture that supports creativity and critical thinking in Lithuanian general education schools. The research problem is based on the observation that, although creativity and critical thinking are emphasized in education policy documents as important directions for contemporary schooling, there is still limited empirical clarity about which practices of the school headmaster help these principles become part of everyday school life. The aim of the study is to reveal which practices of the school headmaster foster an organizational culture that supports creativity and critical thinking. The study is based on a qualitative interpretative approach. Data were collected through semi-structured interviews with 13 representatives of general education schools: headmasters, deputy headmasters for education and heads of education departments. The data were analysed using reflexive thematic analysis. The findings show that practices of the school headmaster are expressed through maintaining a value-based direction, building relationships, trust and psychological safety, creating organizational conditions, balancing freedom and responsibility, recognizing barriers and embedding practices in everyday school life. Creative initiative requires space to try, choose, suggest and implement ideas, while critical thinking is supported by reflection, data analysis, feedback, argumentation and a safe possibility to raise uncomfortable questions. The study suggests that the school headmaster does not directly “install” creativity and critical thinking, but creates an organizational environment in which ideas, questions, reflection and responsibility become part of how the school operates. A sustainable culture emerges when headmaster-initiated practices acquire rhythm, community ownership and can continue without constant prompting from the headmaster. |
