Adaption and integration process features of new employees in preschools and secondary schools of Lithuania

New employee adaptation features in preschools and secondary schools of Lithuania are discussed in this paper. The purpose of this article is to discuss the facilitation factors for a new employee in preschools and secondary schools of Lithuania. In the first part of this paper, called “Organizational adaptation concept”, understanding of organization adaptation concept based on various foreign and national scientific researches was discovered. “Employee adaptation process” is the second part of the article, in which employee adaptation peculiarity is revealed. In the third part of this paper, called “The main factors of employee adaptation in organization”, main facilitating and aggravating factors for new employee in organizations are given. Finally, in the fourth part, called “The research of new employee adaptation in preschools and secondary schools of Lithuania”, the main results and conclusions are presented. Summarizing various scientific approaches and theories and the results of research data, it was showed that lighter adaptation for new employees mainly influence practical, not theoretical, activities, i.e. practical introduction to the workplace, with organization and duties, personal characteristics, i.e. abilities to communicate, self-confidence and avoidance of conflict situations, and high work motivation.Šiame straipsnyje nagrinėjami naujų darbuotojų adaptacijos ypatumai ikimokyklinio ir vidurinio ugdymo įstaigose. Straipsnyje siekta atskleisti organizacinės adaptacijos sampratą įvairių mokslininkų požiūriu, adaptacijos proceso ypatumus, pateikti pagrindinius naujo darbuotojo adaptaciją organizacijoje lengvinančius ir sunkinančius veiksnius. Apžvelgiamas visas tyrimo procesas, jo sudėtinės dalys ir gauti rezultatai. Šio straipsnio tikslas – aptarti naujų darbuotojų lengvesnei adaptacijai įtakos turinčius veiksnius ikimokyklinėse ir vidurinio ugdymo įstaigose. Apibendrinant įvairių mokslininkų teorijas ir susisteminant savo mokslinio tyrimo duomenis galima teigti, kad naujų darbuotojų lengvesnei adaptacijai daugiausiai įtakos turi praktinė, o ne teorinė veikla (praktinis supažindinimas su nauja darboviete, darbo vieta bei būsimomis pareigomis), asmeninės savybės (gebėjimas bendrauti, pasitikėjimas savimi ir konfliktinių situacijų vengimas) ir aukšta darbo motyvacija

Adaption and integration process features of new employees in preschools and secondary schools of Lithuania

New employee adaptation features in preschools and secondary schools of Lithuania are discussed in this paper. The purpose of this article is to discuss the facilitation factors for a new employee in preschools and secondary schools of Lithuania. In the first part of this paper, called “Organizational adaptation concept”, understanding of organization adaptation concept based on various foreign and national scientific researches was discovered. “Employee adaptation process” is the second part of the article, in which employee adaptation peculiarity is revealed. In the third part of this paper, called “The main factors of employee adaptation in organization”, main facilitating and aggravating factors for new employee in organizations are given. Finally, in the fourth part, called “The research of new employee adaptation in preschools and secondary schools of Lithuania”, the main results and conclusions are presented. Summarizing various scientific approaches and theories and the results of research data, it was showed that lighter adaptation for new employees mainly influence practical, not theoretical, activities, i.e. practical introduction to the workplace, with organization and duties, personal characteristics, i.e. abilities to communicate, self-confidence and avoidance of conflict situations, and high work motivation

Evaluation of the study programme of special education : students' approach

Straipsnyje analizuojami kai kurie studijų kokybės vertinimo aspektai, t. y. Šiaulių universiteto Socialinės gerovės ir negalės studijų fakulteto specialiosios pedagogikos studijų programos dieninio skyriaus trečio ir ketvirto kurso studentų požiūris į studijas: kaip studentai vertina įvairius studijų modulius ir pedagogines praktikas bei veiksnius, turinčius įtakos jų studijų kokybei. Tyrime dalyvavo 116 Šiaulių universiteto Socialinės gerovės ir negalės studijų fakulteto trečio ir ketvirto kurso dieninio skyriaus studentų, studijuojančių specialiosios pedagogikos studijų programą. Studentų nuomonių analizė rodo, kad jie iš esmės palankiai vertina savo pasirinktą studijų programą ir studijų kokybę. Tiek trečio, tiek ketvirto kurso studentai programinius studijų dalykus vertina labai gerai: daugumos modulių įvertis aukštas, artėjantis prie galimo absoliutaus teigiamo įvertinimo, išskyrus vieną - technologijų didaktiką. Įvairiais parametrais reikšdami nuomonę apie modulius studentai šiek tiek palankiau vertina tokius modulius, kaip: logopedija, protinės raidos sutrikimai, vaiko psichopedagoginis vertinimas, bendroji ir specialioji pedagogika. Tyrimo rezultatai patvirtino prielaidą, kad studentų vertinimai siejasi su subjektyviais veiksniais: studijų metais, studijų ir darbo derinimu, studijų programos pasirinkimo motyvacija. Studentų apklausos rezultatai liudija, kad beveik kas antras apklaustasis specialiosios pedagogikos programą pasirinko neturėdamas aiškesnės motyvacijos ir apsisprendimo. Reikšminiai žodžiai: Sludiji{programa; Studijų kokybės vertinimas; Specialusis pedagogas.This article analyzes some assessment aspects of education quality, i.e. attitude of full-time third and fourth-year students of Faculty of Special Education syllabus of Social Welfare and Disability Studies of Šiauliai University towards studies: how students assess various study modules and pedagogical practices, and the factors affecting the quality of their education. The research included 116 full-time third and fourth-year students of Faculty of Special Education syllabus of Social Welfare and Disability Studies of Šiauliai University whose study programme is special education. Analysis of students' opinions shows that they generally positive assess their chosen study syllabus, and study quality. Both the third and fourth year students assess the study syllabus subjects very well: the majority of modules got a high assessment, approaching the potential absolute positive assessment, except for one - technology didactics. Expressing their opinion on the modules via various parameters, the assessment of students a little more favourable for such modules as: speech therapy, disorders of mental development, psycho-educational assessment of child, general and special pedagogy. The results of research confirmed the assumption that assessments of students were associated with subjective factors: year of study, coordination of work and studies, choice motivation of study syllabus. Student survey results show that nearly one in two respondents chose special education syllabus without a clear motivation and determination

Evaluation of the study programme of special education: students' approach

Straipsnyje analizuojami kai kurie studijų kokybės vertinimo aspektai, t. y. Šiaulių universiteto Socialinės gerovės ir negalės studijų fakulteto specialiosios pedagogikos studijų programos dieninio skyriaus trečio ir ketvirto kurso studentų požiūris į studijas: kaip studentai vertina įvairius studijų modulius ir pedagogines praktikas bei veiksnius, turinčius įtakos jų studijų kokybei. Studentų nuomonių analizė rodo, kad jie iš esmės palankiai vertina savo pasirinktą studijų programą ir studijų kokybę. Tyrimo rezultatai patvirtino hipotezę, kad studentų vertinimai siejasi su subjektyviais veiksniais: studijų metais, studijų ir darbo derinimu, studijų programos pasirinkimo motyvacija. Studentų apklausos rezultatai liudija, kad beveik kas antras apklaustasis specialiosios pedagogikos programą pasirinko neturėdamas aiškesnės motyvacijos ir apsisprendimoThe problematic character of the research presented in this paper is demonstrated by a certain conflict of attitudes and situation – a binding external traditionally favourable view on the activities (study programmes, professional training, research and project activities, etc.) of the faculty which is unique in the country (former Special Education Faculty, since 2006 Social Welfare and Disability Studies), very rapid social changes requiring constant development and new competences of already employed specialists, also modern and flexible training of prospective specialists, the pursuit of the faculty community to develop the quality of studies in most cases without interfering with tradinion, etc. The process of change and overcoming the dictate of tradition are inseparable from internal evaluation of studies. The aspect of the internal evaluation of the study programmes – the organization of studies based on the opinion of the students – analysed in the present paper could be viewed as progressive; on the other hand, it could be treated as inadequate, only partial (no encompassing the whole). The following problem questions make research space more concrete: How do full-time students of the Faculty of Social Welfare and Disability Studies of Siauliai university assess the study programme Special Education that they are studying? What forms of studies do they prefer? How the study modules are assessed? The students' opinions about some aspects of organising practical teaching are also being analysed: what form of practical teaching (laboratory works, seminars, practical placements), in students' opinion , are suitable, and which are to be develop? Students' views are going to be taken into consideration while developing and designing new study programmes.[...]Šiaulių universiteta