| Abstract [eng] |
The master's thesis analyzes the involvement of the educational community in socially responsible activities. The relevance of the work is determined by the increasing role of educational institutions in strengthening community and developing a socially responsible and civic personality. The modern educational environment requires close cooperation between pedagogues, parents (guardians) and heads of educational institutions, so community involvement in socially responsible activities becomes an important element of the educational process. The aim of the work is to reveal the factors of the education community's involvement in socially responsible activities and to identify the main obstacles limiting this process. In the theoretical part of the work, the scientific sources of Lithuanian and foreign authors are analyzed and systematized, examining the concepts of community involvement, social responsibility and cooperation in the context of education. It was established that the community's participation in socially responsible activities is based on the principles of volunteering, partnership and cooperation, and the organization of these activities contributes to the strengthening of community spirit and the development of social responsibility. In the empirical part of the work, a mixed research method was used - a quantitative questionnaire survey for pedagogues and parents (guardians) and a qualitative study (focus group discussion with heads of educational institutions). The results of the study revealed that the involvement of members of the educational community in socially responsible activities is not uniform. It was established that pedagogues are more actively involved in activities, while parents' participation is more often passive and episodic. During the research, it was established that the involvement of pedagogues is mostly determined by internal motivation, which is statistically significantly related to their participation in socially responsible activities. Collaboration and managerial support are also important factors, although their relationship with engagement is not statistically significant in all cases. The involvement of parents is most encouraged by the availability of information, a sense of community and a personal invitation to participate in activities, but no statistically significant relationships were found between the analyzed factors and their participation. An analysis of the barriers found that the main factors limiting engagement are lack of time and workload. Also a significant obstacle is insufficient involvement in activities and not feeling needed, especially among parents. The results of the qualitative study complemented the quantitative analysis and revealed that community engagement is also determined by leadership initiative, communication quality and community microclimate. The involvement of the educational community in socially responsible activities depends on the interaction of motivational, organizational and communicative factors. Internal motivation is of the greatest importance, but dissemination of information and strengthening of community spirit also play an important role. Consistent and purposeful promotion of engagement can contribute to more effective implementation of socially responsible activities in educational institutions. |
