Title Kompetencije ravnatelja škola za stvaranje inkluzivne kulture škole Title (english) The Competencies of School Principals for Creating an Inclusive School Culture Author Antonija Šenkižek Mentor Iva Buchberger (mentor)Committee member Vesna Kovač (predsjednik povjerenstva)Committee member Iva Buchberger (član povjerenstva)Committee member Sofija Vrcelj (član povjerenstva)Committee member Anita Zovko (član povjerenstva)Committee member Tamara Martinac-Dorčić (član povjerenstva)Granter University of Rijeka Defense date and country 2020-06-03, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Cilj ovoga istraživanja je ispitati kompetentnost ravnatelja škola za stvaranje inkluzivne kulture škole. U teorijskom dijelu rada prvo je definirana i objašnjena odgojno-obrazovna inkluzija, a potom je prikazan odnos društva prema osobama s invaliditetom tijekom povijesti – u medicinskom modelu, modelu deficita, socijalnom modelu i modelu ljudskih prava. Prikazan je koncept inkluzije u različitim međunarodnim dokumentima i hrvatskim zakonskim regulativama. Nakon toga, objašnjene su značajke inkluzivne škole i obilježja inkluzivne kulture škole. Objašnjena je uloga ravnatelja škola u stvaranju inkluzivne kulture škole, a pritom je povezan koncept vođenja škole s konceptom inkluzije. Naposljetku su definirane i objašnjene kompetencije ravnatelja s naglaskom na kompetencije za stvaranje inkluzivne kulture škole. U drugome dijelu rada prikazani su rezultati empirijskog istraživanja. U istraživanju je sudjelovalo 162 ravnatelja osnovnih škola RH. Provedeno je mrežno anketiranje, a za potrebe ovoga istraživanja konstruiran je mrežni anketni upitnik Kompetencije ravnatelja škola za stvaranje inkluzivne kulture škole. Provedena je faktorska analiza kojom je utvrđeno da je anketni upitnik jednodimenzionalna mjera kompetencija za stvaranje inkluzivne kulture škole. Rezultati istraživanja ukazali su na to da se ravnatelji uglavnom procjenjuju kompetentnima za stvaranje inkluzivne kulture škole, pri čemu se najkompetentnijima smatraju u dostupnosti i pristupačnosti učenicima, učiteljima i roditeljima, a najmanje kompetentnima u poznavanju recentne stručne literature koja se tiče obrazovanja učenika s teškoćama u razvoju. Utvrđeno je da se odgovori sudionika istraživanja statistički značajno razlikuju u varijablama spol i županija trenutnoga zaposlenja, a iz otvorenih pitanja saznaje se da ravnatelji za stvaranje inkluzivne kulture škole osobito važnim smatraju element suradnje. Na temelju rezultata istraživanja zaključuje se da se ravnatelji, osim što se procjenjuju kompetentnima za stvaranje inkluzivne kulture škole, svojim znanjima, vještinama i sposobnostima koriste kako bi inkluzivnu kulturu škole svakodnevno i stvarali.
Abstract (english) The aim of this research was to examine the competency of school principals to create an inclusive school culture. In the theoretical part of the paper, the educational inclusion is first defined and explained, and then the relationship of society toward persons with disabilities throughout history is presented - in the medical model, the deficit model, the social model and the human rights model. The concept of inclusion in various international documents and Croatian legislation is presented. Subsequently, the characteristics of an inclusive school and the characteristics of an inclusive school culture are explained. The role of school principals in creating an inclusive school culture is explained, while linking the concept of school leadership to the concept of inclusion. Finally, the competencies of the principals are defined and explained, with an emphasis on competencies for creating an inclusive school culture. The second part of the paper presents the results of empirical research. 162 Croatian primary school principals participated in the survey. An online survey was conducted and, for the purposes of this research, an online questionnaire Competencies of school principals for creating an inclusive school culture was constructed. A factor analysis was conducted to establish that the questionnaire was a one-dimensional measure of competencies for creating an inclusive school culture. The results of the research indicated that principals are generally competent to create an inclusive school culture, with being the most competent in accessibility and availability to students, teachers and parents, and least competent in the knowledge of recent professional literature regarding education of students with disabilities. It was found that the answers of the research participants were statistically significantly different in the variables gender and counties of current employment, and it is learned from the open questions that the principals consider the element of cooperation to be an important element for creating an inclusive school culture. Based on the research findings, it is concluded that principals, in addition to being competent to create an inclusive school culture, use their knowledge, skills and abilities to create an inclusive school culture on a daily basis.
Keywords
inkluzija
inkluzivna kulture škole
kompetencije
ravnatelji
Keywords (english)
inclusion
inclusive school culture
compentencies
principals
Language croatian URN:NBN urn:nbn:hr:186:874161 Study programme Title: Pedagogy (double major) Study programme Title: Croatian Language and Literature (double major); specializations in: Teaching Track, General Track Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2021-02-03 07:46:35
