Sociální klima učitelských sborů: Kvalitativní kvaziexperiment

Abstract

The favourable social climate of the teaching staff is one of the key indicators of the quality of school functioning. The text presents five research phases of a qualitative longitudinal pre-post quasi-experiment implemented in the environment of school life. In 37 schools, the climate of the teaching staffs was repeatedly measured with the OCDQ-RS questionnaire in the pre- and post-intervention phase of the experiment. In six of these schools, qualitative research procedures were carried out in order to determine the causes and contexts of the state of the climate and intervention procedures aimed at supporting the development of a favourable teaching staff climate. In the post-intervention phase, focus groups were implemented in six intervened schools to supplement the context. The aim of the research was to find out what effects intervention procedures can have on the climate and under what conditions they can be successful. The results confirm repeated findings about the key role of school leadership in shaping and maintaining a favourable climate of the staff by increasing trust across the staff, promoting open communication and meaningful cooperation of all actors, and leading to shared meanings of events in the school and general acceptance of the school’s values and concept.