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Lecturer(s)
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Bartůňková Jana, PhDr. Ph.D.
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Course content
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1. The specification of the term - the organization culture: the analytic model of the organization culture, the conception of the school culture. 2. The analysis of the organization culture , the classification of organizations according to their culture categories in the chosen system framework: in relation to the organization structure, in relation to the environment influence and reactions of the organization to the environment, in relation to the organization efficiency, in relation to the stage of the organization development, in relation to the organization behaviour, the classification of pathologic contents of the organization culture. 3. The school culture as the conception of the functionally connected elements, the system of the school culture. 4. The chosen methodological accesses to the examination of the school culture: diagnostics of the school culture, the choice of the diagnostic instruments (qualitative, quantitative). 5. The strong versus weak school culture. The adaptation, the identification of a pedagogical worker. The ethical standard. 6. The importance of the influence of the school culture : in relation to the evaluation of the school quality , the productivity of the team work. The change of the school culture, the procedures which are necessary for the successful change, the offer of the alternative procedures for a change with the use of possibilities of the choice. 7. The society responsibility, the creation of the school image, the school goodwill. 8. The school as the teaching organization - the control of knowledges. 9. The school culture at the multilevel self-control. 10. The diversity management : the education in the diversity. 11.-12. The counter-productive working behaviour at school: the definition, sorts, the stock of the counter-productive working behaviour. 13. The interaction models for the work with the problem (co-) workers.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Graduate study programme term essay (40-50)
- 30 hours per semester
- Presentation preparation (report) (1-10)
- 3 hours per semester
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| prerequisite |
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| Knowledge |
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| - to describe the development stage of the transformational process including the evaluation of the school system development, |
| - to clarify various interpretation of the equity and the equality of opportunities, |
| - to define the participants´ roles of the educational politics and to state the examples of conflicts of their interests, |
| - to define the connection of the autoevaluation and the external evaluation, the metaevaluation, |
| - to explain various accesses to the evaluation of the teachers´ work quality, |
| - to explain teachers´ professional development (to state into the profession induction, another education, lifelong education), |
| - to define the effective forms of teachers´ professional progress (on the base of TALIS), |
| - to explain the action research as the instrument of teachers´ professional development. |
| Skills |
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| - to use the instruments for giving evidence of the professional performance, including the professional portfolio, |
| - to use the chosen evaluation instruments, |
| - to be able to give evidence for the pluses and minuses of external differentiation in the Czech education. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| - to define the concept of an organization culture, |
| - to explain the analytic model of organization culture and a concept of school culture, |
| - to analyze the organization culture, to classify organizations according to their culture categories within a chosen system, |
| - to choose the diagnostic instruments (qualitative, quantitative) for a school culture analysis, |
| - to distinguish between strong and weak school culture, including the advantages and disadvantages assessment, |
| - to describe the the school culture life cycle, |
| - to indicate procedures inevitable for a process of successful changes, including the alternative steps to make the change, |
| - to define a harmful working behaviour at school. |
| Skills |
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| - to use the interaction models in a work with conflicting colleagues, |
| - to respect the differences in the education for diversity. |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Discussion |
| Textual studies |
| Skills |
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| Interactive lecture |
| Textual studies |
| Discussion |
| Competences |
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| Interactive lecture |
| Textual studies |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Skills |
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| Seminar work |
| Competences |
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| Seminar work |
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Recommended literature
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Dvořáková, Zuzana. Řízení lidských zdrojů. V Praze : C.H. Beck, 2012. ISBN 978-80-7400-347-9.
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Eger, L., Beran, V. AnalýzaKultura školy podporující maximální rozvoj každého žáka.
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HAJEROVÁ-MŰLLEROVÁ, L., ŠIMEK, Z. Podniková kultura. Praha: VŠEM, 2011. ISBN 978-80-86730-65-3.
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Lukášová, Růžena. Organizační kultura a její změna. Praha:Grada, 2010. ISBN 978-80-247-4429-2.
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Miller, Laurence. Jak zvládat a řídit problémové zaměstnance. 2009. ISBN 978-80-247-2904-6.
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MOREE, D. Učitelé na vlnách transformace: Kultura školy před rokem 1989 a po něm.. Praha: Karolinum, 2013. ISBN 978-80-246-2298-9.
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Pol, Milan. Když se školy učí. Brno : Masarykova univerzita, 2013. ISBN 978-80-210-6130-9.
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Wagnerová, Irena. Psychologie práce a organizace : nové poznatky. Praha : Grada, 2011. ISBN 978-80-247-3701-0.
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