| Abstract [eng] |
The definition of a good school depends not only on who defines it, but also on the purpose, programmes, society opinion under which it is defined. In a society, the definition of a good school usually includes various concepts. In the article the qualitative and quantitative research is presented, which was based on the methodological provisions and theoretical assumptions of social constructivism. The research was conducted in 2018 January–April. When analyzing the conception of a good school, we must remember the fact that school is an organization operating in a complex and changing social environment and involving many different society groups, such as school administration, teachers, students, parents and other society. Therefore, the research involved 6–12 class students, teachers, school administration. The subject of the article is the concept of school progress with regard to the conception of a good school expressed by teachers, pupils and their parents and experts. Research method: analysis of scientific literature, documents and research. The aim of the article is to draw the concept of good school progress. The article is an introduction to the empirical research, analyzed by the Good School from V. Targamadzė, G. Žibėnienė and J. Česnavičienė, in 2018. Educational outcomes (student’s maturity, progress, achievements) and school life experiences, education (learning) are not harmonious, according to interview participants and expert answers. This is especially important in creating a good school. The results of all three phases of the survey indicate a lack of agreement among the school community on the creation of a good school. |
