| Abstract [eng] |
School change is a global process that raises issues of real versus imitative change. They are also relevant when discussing the situation of non-traditional schools, i.e. children socialization centers that are meant exclusively for the education of children with delinquent behavior. In this context, organizational culture becomes a key dimension of school effectiveness and improvement, emphasizing the importance of value ideology and practice in closed-type institutions for the outcomes of each child’s resocialization process. In this study, different school cultural factors are analyzed and interpreted in the context of resocialization, using an unconventional concept of school effectiveness. The cultural profiles revealed in the case study showed a lack of strong priorities, inert formation of culture - these data highlighted the need for change, which was equally relevant to education or juvenile justice systems and children socialization centers involved in the study. The experiences of the informants involved in the analysis of the school cultural expression identified the content of proven or exemplary values, the possible working principles of school employees and their implementation. Practical evidence-based cultural features for favorable resocialization are considered to be the basis for both designing opportunities for the functional improvement of existing children socialization centers and creating new theoretical, legal or practical preconditions for the resocialization of delinquent children. |
