Authors
- Ioffe Andrey Naumovich Doctor of Pedagogical Sciences, PhD in Historical Sciences, Associate Professor
- Markova Valeriya Kirillovna PhD in Pedagogy
- Bychkova Liudmila V. PhD in History
- Danilina Anna A. PhD in Philologу
- Vinogradova Irina Anatol’evna PhD in Psychology, Associate Professor
- Letunovskaya Svetlana V. PhD in Education, Associate Professor
- Borodkina Nataliya V.
Annotation
The article shows that the study of educational relations culture (ERC) can be useful for a head of school who designs its development. The theoretical analysis allowed us to formulate the concept of ERC and identify its types — administrative, traditionalist, collectivist and individualistic. The features of its structure are described based on the results of an empirical study conducted among members of the school administration (n = 59), teachers (n = 439), students (n = 1440) and parents (n = 1114) in 2023. We used questionnaires as a research tool for the selected categories of respondents. Each of the questionnaires includes three parts: “My position” (questions about the values and actions of the respondent in various situations), “My school” (questions how the school makes
decisions), as well as a number of additional questions. The results of the study show that personal position can determine how a respondent perceives educational relations culture of school and influences it. The degree of influence varies from the highest among administration members to the lowest among parents. We revealed that in respondents’ personal position, the collectivist and individualistic types of ERC are opposed to the others. The administration members and teachers are committed mainly to the collectivist type, while students and parents are committed to the individualistic type. In the respondents’ perceptions of the school, administrative and traditionalistic types are interrelated among members of the administration and teachers, and these types are also opposed to collectivist and individualistic among all respondents. Such results lead to the conclusion about possible contradictions between requests of students and their parents for an individual approach, informal communication and the usual professional decisions made by school staff. In conclusion, the article offers practical recommendations to smooth out these contradictions
and build partnerships between school staff, students and parents.
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