Browsing by Subject "toimintakulttuuri"

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  • Holm, Susanna (Helsingin yliopisto, 2020)
    The aim of this research was to investigate how the different possibilities and challenges of dialogue and encounter with a student appear in Waldorf school class teachers’ descriptions. Although dialogue has a central role in Waldorf education, little research has been conducted on this topic. This work approaches the concepts of dialogue and encounter with a student from the theoretical framework of Martin Buber’s thoughts on education and philosophy of dialogue, as well as through their interpretations. Furthermore, Waldorf education is examined from the point of view of dialogue and teacher-student encounter. The research material was collected using interviews. The material consists of six interviews of Waldorf school class teachers from three different Waldorf schools in Finland. The research method was theory-based content analysis. The findings of this study indicate, that in line with the idea of dialogue, Waldorf schools’ aim of education and school culture have characteristics of encouraging both the unique potential of a student and the dialogical relationship with the world, while primarily respecting the individuality and otherness of student. The same principles of the school culture of Waldorf schools that promote dialogue and encounter with students, such as artistic qualities, individuality, situation-basedness, and teachers’ self-education, are also distinctive features of Waldorf education. Many of the educational practices of the school culture of Waldorf schools that support dialogue, such as artistic making, 8-year teacher-student relationship, teaching without schoolbooks and the method of child observation, are also based on these principles. Furthermore, they form the basis of the teachers’ dialogical action and attitudes of encounter with a student. This research also brings forth challenges related to dialogical encounters with students in Waldorf schools. Some of the challenges were related to internal attributes of teacher-student relationships, such as defining the uniqueness of a student or losing one’s temper. On the other hand, the issues touched upon the difficulty of harmonizing the ideals and practices of Waldorf education with the neoliberal education policy, making teachers busy and exhausted as well as encounters with students almost impossible. Moreover, the challenges of teacher-parent relationships were experienced as time-consuming and wearing.
  • Puomio, Eeva-Riitta (Ympäristöministeriö, 2012)
    Ympäristöministeriön raportteja 17/2012
    Ympäristöministeriö asetti ELY-keskusten ympäristötehtävien (YM:n toimialan ja MMM:n vesivaratehtävien) keventämishankkeen kesäkuussa 2011. Keventämisellä tarkoitetaan ympäristötehtävien hoidon järjestämistä siten, että ELY-keskukset selviävät ydintehtävistään henkilövoimavarojen vähentyessä voimakkaasti. Selviäminen edellyttää tehtävien priorisointia, vaikuttavuudeltaan vähäisten tehtävien karsimista, nykyistä tuottavampien ja sujuvampien toimintatapojen omaksumista sekä töiden ja työnjaon uudelleen järjestämistä. Hankkeen loppuraportissa on tarkasteltu ELY-keskuksia koskevia kehittämishankkeita ja ohjelmia ja niiden vaikutuksia ympäristötehtävien hoitoon ja töiden järjestämiseen. Tehtäväalueittain on selvitetty tehtävien hoidon nykytilannetta, tehty toimenpide-ehdotuksia ja arvioitu ehdotusten vaikutuksia. Raportti sisältää myös ehdotuksia jatkohankkeiksi.
  • Vesa, Paula (Helsingin yliopisto, 2022)
    Aim of the study. Community is a very important topic of discussion. For example, in the schools of Porvoo, community well-being was broad theme of the 2021–2022 semester. The importance of community has been underlined during the coronavirus pandemic, when traditional community means, for example events, have had to be avoided. Previous research has been done relatively little concerning school’s communal operational culture. The aim of this study was to find out what the principals think about community means at schools, how the communal operational culture of the schools appear and how the coronavirus pandemic has affected the sense of community in schools. Methods. The research was implemented by interviewing principals of the Finnish language elementary schools in Porvoo. Six very different types of schools were selected for the study in terms of location, size, and student material. Semi-structured interviews were implemented using a remote connection. The interview focused on three themes: principals´ views on community, the school´s communal operational culture and the school´s community during the coronavirus pandemic. The research material was analysed by using phenomenography analysis. In phonomyography research the analysis is based on the search for meanings and thereby the formation of categories. Results and conclusion. Working together, good cooperation and feeling good in the community were emphasized in describing the community. The principals mentioned cooperation, student participation, common rules and goals and openness as structures that promote community. Community as a value appeared on the background of the school´s operating methods, and community as goal emerged from the values. Communal activities were, for example, common events, trips, and activities. Professional interaction was mainly promoted during the common planning time. The principal´s role from the point of view of community was to be its leader or enabler. The principal also had to be interested in the subject, open minded and appreciative. The cooperation of the school community was aspired promoting, for example, shared leadership. The coronavirus pandemic had no positive effects on community, but it emphasized the value of community and improved teaches´ ICT skills.
  • Leinonen, Jonna (Helsingfors universitet, 2010)
    Children's participation has been a subject in the international research since past ten years. This research has explored participation from the standpoint of the UN's Convention of the Rights of the Child and focused mainly on schoolchildren or on the working youth's chances in developing countries to have impact on their own lives (eg. Sinclair, 2004 and Thomas, 2002). In Finland there has been less research about the children's rights while the main focus has been on the customers of the child welfare system. This study examines children's participation in Helsinki metropolitan area via the views and the practices of the personnel of early childhood education. The adopted viewpoint is Shier's level model of participation (2001), in which the children's participation process is building in phases, is observed via the everyday actions of the kindergarten personnel. Attention has been paid on the special characteristics of the Finnish early childhood education. This study was part of VKK-Metro's research project. The inquiry in May 2010 was directed to all working teams in the kindergartens of the Helsinki metropolitan area. Of these 56.59 % (1116 teams) answered. The quantitative data analyzed by principal component analysis gave four principal components, from which three were named after Shier's participation model. The fourth component included variables about rules and power. The level model of participation fit well to assess early childhood education in the Helsinki metropolitan area. The professionalism of the personnel became emphasized in the area of everyday interactions between the personnel and the children. Important aspects of the children's participation are to become heard, to get support in the play and in interaction and to be able to share both power and responsibility with personnel of the early childhood education.
  • Räisänen, Sanna (Helsingfors universitet, 2016)
    The purpose of this master's thesis was to study the ways in which the development of multilingualism of children from different linguistic backgrounds is acknowledged and promoted in Finnish comprehensive schools. Do the schools have common practices or models through which the development of the students' language skills is actively promoted, or is it dependent merely upon the teachers' interest and devotion? And through which means the teachers themselves aim to promote the language development and learning of students from immigrant backgrounds? The theoretical framework of this thesis consists of the theories on language development and multilingualism, of the national core curriculum on teaching multilingual students, and of previous studies on promoting the language development of students from immigrant backgrounds. In this thesis, the subject was approached by studying the views and experiences of teachers. This study aims to describe the means through which the language development of the students from immigrant backgrounds is being promoted, by school cultures as well as by individual teachers, in the Finnish school context. The data was collected by using a web-based questionnaire, to which 16 teachers working in schools in the Capital Region answered. Since the study was qualitative by nature, open questions were used in the questionnaire. For the analysis of the data, content analysis was used. The results of this study indicate that the schools can be categorised according to their school culture, which is either reactive or proactive in regard to promoting the language development of students. Reactive school culture responds only to the inevitable needs regarding the language development of students. Proactive school culture aims see the language skills of the students as a resource. Most of the respondents worked at schools whose school culture seemed reactive. The means of individual teachers of promoting the language development can be categorised into three groups, which are: acknowledging and appreciating the student's language skills, utilising the student's language skills when studying, and co-operation with guardians. Almost all of the respondents mentioned at least one means of promoting the language development of students from immigrant backgrounds. The results of this study can be utilised, when teachers and schools are planning the means in which to integrate the language skills and backgrounds of students into teaching and school culture.
  • Santavuori, Katariina (Helsingin yliopisto, 2020)
    Tiivistelmä - Referat - Abstract Aims: The purpose of the study was to examine how student participation in schools is realized and how student involvement supports the construction of the school's operating culture in accordance with the principles defined in the Curriculum 2014. Methods: The study was qualitative. The research material was collected with a questionnaire from eight teachers. Respondents were selected to participate in the study through an existing network. The questionnaire contained 13 open questions on the topic of student involvement in school. The questionnaire was implemented as an E-form. It was sent to the defendants by e-mail and accordingly it was returned by e-mail. The material was analyzed by means of content analysis in a theoryguided manner. Results and Conclusions. Pupil involvement is realized at school as student union activities, as pupils' responsibilities in the whole school community or as small opportunities for influence in everyday study situations. Inclusion is also the student's own personal school work related solutions. Pupil involvement supports the building of a school culture based on the principles of learning, wellbeing, security, interaction and democracy. Challenges to the realization of inclusion are at the individual level students whose attitude towards school work is negative or indifferent, and at the community level an (yet) undeveloped culture of inclusion that defines the whole school. The research results are consistent with previous studies insofar as inclusion has been examined from an operational perspective.
  • Pietilä, Emmi (Helsingin yliopisto, 2014)
    Sianlihantuotannon toimintaympäristö on muuttunut viimeisten kahdenkymmenen vuoden aikana merkittävästi. Porsastuotannossa yleistyivät osakeyhtiömuotoiset usean yrittäjän muodostamat yhteisyritykset 2000-luvun vaihteessa. Vuonna 2010 osakeyhtiömuotoisia porsastuotantoyrityksiä oli 19. Tutkimuksen yhdeksän yhteisomisteista porsastuotantoyritystä tuottivat vuonna 2012 noin 10 % Suomen kokonaisporsasmäärästä. Kaikki yhtiöt on perustettu ulkopuolisen työvoiman varaan, jolloin henkilöstöjohtamisen merkitys korostuu. Tutkimuksessa selvitettiin yhtiömuotoisten yhteisomisteisten porsastuotantoyritysten taloudellinen asema vuosina 2007–2011 sekä johtamisen ja toimintakulttuurin eroavaisuuksia. Tutkimuksen päätarkoituksena oli selvittää, millaista johtamista porsastuotantoyrityksissä on talouden, henkilöstön ja toimintatavan suhteen ja miten yrittäjä, työnjohtaja ja työntekijät kokevat nämä asiat. Tutkimuksessa selvitettiin myös johtamiseen liittyviä hyviä käytäntöjä sekä toimintakulttuuriin vaikutusta yhtiöiden taloudelliseen asemaan. Teoria koostuu kahdesta osasta joista ensimmäisessä käsitellään osakeyhtiömuotoisen yritystoiminnan harjoittamista ja taloudellisia seikkoja tunnuslukuanalyysin pohjaksi. Toisen osion teoria painottuu johtamisen ja toimintakulttuurin problematiikkaan. Eri tutkimusten ja tilastojen perusteella teoriaosassa on kuvattu osakeyhtiöitettyjen maatilojen taloudellista asemaa. Tutkimus on tapaustutkimustarkastelu. Yhdeksän yrityksen tilinpäätökset ja tuotantotulokset analysoitiin vuosilta 2007–2011, minkä jälkeen yrityksistä valittiin neljä, joihin tehtiin haastattelut. Haastattelut toteutettiin puolistrukturoituina yksilöhaastatteluina yhdelle yrityksen omistajista (yrittäjä) sekä työnjohtajalle. Muuta henkilöstöä haastateltiin ryhmähaastatteluna. Puolistrukturoidun haastattelun teemat koskivat yrityksen johtamista niin talouden, henkilöstön kuin tuotannon suhteen. Lisäksi haastatteluin selvitettiin yritysten toimintakulttuuria ja ilmapiiriä. Suurten yhteisomisteisten porsastuotantotilojen taloutta on koetellut huono sianlihan hinta. Yritysten kannattavuus oli tarkasteluvuosina heikko. Tämän kokivat keskeiseksi ongelmaksi myös haastatellut yrittäjät. Vakavaraisuus oli osalla yrityksistä kohtalainen, mutta muutamilla se oli kriittisen alhainen. Näissä tapauksissa omanpääomanehtoista pääomaa oli sijoitettu pääomalainojen muodossa. Yritysten johtamisessa ja toiminnan kokonaistarkkuudessa oli eroja. Parhaimmat tuotantotulokset saavutettiin yrityksessä, jossa johtaminen oli suunnitelmallista. Suunnitelmallinen johtaminen ja toimintakulttuuri ilmenivät kaikessa toiminnassa koko henkilöstön keskuudessa niin, että porsaiden hoitotyö oli yhdenmukaista ja tulosten seurantaan niin talouden kuin tuotannon suhteen kiinnitettiin erityistä huomiota. Hyvät tuotantotulokset näyttivät olevan yhteydessä niin johtamisen kokonaistarkkuuteen kuin työilmapiiriin, mihin puolestaan vaikuttaa sujuva kommunikointi.
  • Vihantomaa, Krista (Helsingin yliopisto, 2020)
    Objectives. The theoretical framework of this study is based on the Innovative School model, which takes a holistic view of school development factors. The purpose of the study was to find out what kind of experiences the school staff have with working in an innovative school and to what extent the school studied represented the dimensions of the innovative school. The study looked at the school staff's experiences and perceptions of the role of the innovative school, orchestration of school activities and cooperation networks. The aim of the study is to increase understanding of the policies that have been developed in the school to support school development and the learning of 21st century skills, and to form a coherent picture of the school culture. Methods. The study is a qualitative case study, which research material consisted of nine semi-structured thematic interviews. The research context was a school, which has been a learning center and development community for many years. The research participants worked in different positions at the school. The research material was analyzed with theory-guided approach using the ATLAS.ti software as a technical aid. Results and Conclusions. According to the results, the main task of the school was to teach students 21st century skills. Team teaching and different learning environments supported this goal. Another task of the school was to build partnership with the parents. School development was identified as important for the school's operations. A significant part of the development took place in the school’s daily operational processes. The results show that the school's practices were based on a collaborative, team-based, way of working. School leadership was based on distributed leadership and the results highlighted the positive experiences associated with it, such as participation in decision-making. The results show that parents and other stakeholders were key part of the collaborative networks. However, the results indicated that not all opportunities for out-of-school stakeholders had yet been identified. This was a topic that requires development. Relying on community resources advances the development of the school. Individuals have different knowledge, ideas and expertise that can evolve by working together.
  • Räihä, Riikka (Helsingfors universitet, 2017)
    The purpose of this study was to describe, analyse and determine how the applications of municipalities take places in themes placed by Finnish National Agency for Education which leads the search of government subsidy of developing Early Childhood Education (ECE). The second purpose was to determine the current visions of municipalities of developing their ECE. It was the first time when ECE has possibility to apply for this kind of government subsidy and because of that this study is unique at this moment. With this study we can have information of the current visions of developing ECE. This study includes the features of quantitative and qualitative research and it is like a case study. The research subjects were the applications of government subsidy of developing ECE. The data of this study was the applications which had received the government subsidy. The data consists of 86 applications, 76 Finnish ones and 10 Swedish ones. The content analysis was the method of the data collection. According to results the developing of the culture and pedagogy of ECE were seen more important than the developing of the pedagogical leadership. Developing of participation and agency were seen most important and after them were seen developing of pedagogical methods. National core curriculum for early childhood education 2016 has challenged applicants to reflect their culture of ECE and the need of developing. Research of ECE like basis of developing was quite small.
  • Unknown author (Ympäristöministeriö, 2007)
    Ympäristöministeriön raportteja 22/2007
    Ympäristöministeriön henkilöstöstrategian tavoitteeena on edistää ministeriön toimintastrategian ja hyvän henkilöstöpolitiikan toteuttamista. Henkilöstöstrategian tavoitetilassa kuvataan millainen työpaikka ympäristöministeriö on vuonna 2015 ja mitä odotuksia johdolle, esimiehille ja koko henkilöstölle asetetaan. Strategiassa linjataan keinoja tavoitteisiin pääsemiseksi. Lisäksi siihen sisältyy henkilöstöpoliittisia kannanottoja. Henkilöstöstrategiaan sisältyvät henkilöstösuunnittelua, osaamisen kehittämistä, johtamista, palkitsemista, työhyvinvointia, toimintakulttuuria ja yhteisöllisyyttä koskevat tavoitteet ja seurannassa käytettävät mittarit. Vastuu henkilöstöstrategian toteutumisesta kuuluu jokaiselle ministeriöläiselle, johdolle, esimiehille ja henkilöstölle. Vuosittain toteutetaan yhteisesti sovittuja kehittämishankkeita. Henkilöstöstrategian tavoitteiden toteutumista seurataan vuosittain osana muun toiminnan seurantaa. Tuloksia käsitellään yhteisesti YT-komiteassa. Strategian toteutumisen kokonaisarviointi tehdään vuonna 2011.
  • Kangas, Jonna; Ukkonen-Mikkola, Tuulikki; Sirvio, Katja; Hjelt, Hanna; Fonsén, Elina (2022)
    Early childhood education (ECE) in Finland has developed in recent years and extensive reforms have taken place in both staffing and pedagogical content, but the ECE is facing a shortage of teachers. Previous research has highlighted the problems of social recognition, salary issues, and working conditions. The focus of this study is to identify the challenges teachers face in ECE and opportunities to increase the motivation for work. The research was conducted through survey that was answered by 469 teachers or former teachers. The factor analysis summarized the main challenges of the work, such as the lack of social recognition and the declining meaning of the work. Improving salaries became the most essential area for job development. In addition, the results show that ECE teachers feel that they are in control of the increased demands of the work, but the conditions for carrying out the work are challenging. Varhaiskasvatusta on viime vuosina kehitetty voimakkaasti ja sen laatu on noussut tarkastelun keskiöön. Laatuun on pyritty vaikuttamaan laajoilla uudistuksilla varhaiskasvatuksen lainsäädännössä. Uudistukset kohdistuvat erityisesti varhaiskasvatuksen sisältöihin sekä henkilöstörakenteen muutokseen. Haasteina varhaiskasvatuksessa on opettajapula ja työn kuormittavuus. Opettajien kokeman työn kuormittavuuden taustalla on alan heikko arvostus, sekä palkkaukseen, työhyvinvointiin ja -olosuhteisiin liittyvät ongelmat. Tutkimuksessa selvitetään, millaisia haasteita opettajat kohtaavat varhaiskasvatustyössä ja millaisia kehittämisehdotuksia opettajat työlleen esittävät. Tutkimus toteutettiin kyselytutkimuksena ja kohdennettiin ammatinvaihtopäätöksen tehneille ja sitä harkitseville opettajille. Kyselyyn vastasi 469 varhaiskasvatuksen opettajan tehtävissä työskentelevää tai työskennellyttä opettajaa. Aineisto analysoitiin monimenetelmällisesti. Faktorianalyysillä aineistosta tiivistettiin keskeisimpiä työn haasteita, kuten arvostuksen puute ja työn mielekkyyden väheneminen. Kehittämisen mahdollisuuksia tarkasteltiin sekä yhteiskunnallisten että yksikkökohtaisten tekijöiden kautta. Tutkimustulosten mukaan varhaiskasvatuksen opettajat kokivat hallitsevansa työn uudet vaatimukset, mutta yksikkökohtaiset työskentelyolosuhteet koettiin tekevän työn toteuttamisesta haastavaa. Yhteiskunnallisesti palkkauksen parantaminen nousi kriittisimmäksi työn kehittämiskohteeksi.