Last modified: 2017-05-10
Abstract
Resent changes in Estonian education system (e.g., school reform, network of schools) have been altered in the concordance with changes in the social-cultural context and decision-making on micro, meso, and macro levels. Macro level includes different general decisions regarding institutions which has a decisive role in shaping educational policies and systems. Meso level includes control system, that affects the development and management decisions in educational institutions, in so far as how flexible are leaders in guiding, recognizing and supporting teachers personal development. Micro level includes primarily the teacher and her/his work environment: microclimate of school, learning management and activities, decisions related to recreational activities provided by the school.
The aim of the current study was to find out, what opinions the teachers have regarding Estonian education system and its regulations on different decision-making levels. Forty-five primary school teachers from 28 Estonian schools were interviewed in this study. With semi-structured interviews teachers’ understandings were collected and with thematic analysis they were analysed. It was found that the teachers who feel that they are involved in meso level decision-making processes have more positive opinions on the education system and the management. Teachers feel that they are not included in the decisions and development made on macro level and feel more negative about that. Teachers need to be more included on macro level decision-making process to feel that their work is valued.