Algajate õpetajate tajutud juhtkonna tugi ning selle seosed kooliarendusse kaasatuse ja õpetajate koostööga

Eve Eisenschmidt, Epp Reiska, Tuuli Oder

Abstract


Artikli eesmärk on vaadelda, kuidas õpetajad tajuvad koostöise koolikultuuri aspekte esimesel ja viiendal tööaastal. Pikiuuringu raames täitsid Eesti esimese kutseaasta programmi läbinud õpetajad ankeedi kahel korral: esmalt siis, kui nad tööd alustasid (2004/2005. õa), ja teist korda siis, kui nad olid õpetajana töötanud viis aastat (2010). Valim koosnes kõigist 2004/2005. õppeaastal kutseaasta programmis osalenust. Vastas 107 inimest, kellest aga osa oli õpetajaametist loobunud (24) või lapsehoolduspuhkusel (29). Võimalik vastajate arv võinuks seega olla 76, küsimustiku täitis teist korda 54 õpetajat. Uuringus osalejatel paluti mõlemal korral samadele väidetele hinnanguid andes peegeldada koolikultuuri kolme aspekti: kaasatust, koostööd ja juhtkonna tuge. Selgus, et koolijuhi tugi on seotud õpetajate kaasamisega kooliarendusse, aga koostöö edendamise valdkonnas on juhtide toetus oluline vaid kooli sisekliima kujundamisel, mitte tööalase õppimise toetamisel. Julgus juhtkonnale ettepanekuid teha on seotud kooliarendusse kaasatusega, enda tundmisega kollektiivi täisväärtusliku liikmena ning tajutud juhtkonnapoolse toega.

 Summary


Keywords


algajad õpetajad, koolijuht, õpetajate koostöö, kaasatus kooliarendusse, juhtkonna toetus

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References


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DOI: https://doi.org/10.12697/eha.2015.3.1.07

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