CC BY
0IMPROVING CORPORATE CULTURE AND PEDAGOGICAL CONDITIONS FOR TEACHERS IN NON-GOVERNMENTAL PRESCHOOL
EDUCATIONAL ORGANIZATIONS
Sh. U. Sherbutayeva
JDPU Preschool Education Methodology Department Intern Teacher
Annotation: this paper explores the principles of improving corporate culture and pedagogical conditions for teachers in non-governmental preschool educational organizations. It emphasizes the importance of creating a positive corporate culture that aligns with values of child-centered education, collaboration, and professional growth. Key components include fostering a clear vision and mission, building a supportive and collaborative work environment, and recognizing teachers' contributions to enhance motivation and morale. Additionally, the paper discusses the significance of providing optimal pedagogical conditions through professional development, mentorship, adequate resources, and a focus on work-life balance. The implementation of continuous feedback mechanisms and strengthening relationships with parents and the community are also highlighted as essential elements in supporting teachers and improving overall educational quality. The principles outlined aim to ensure that non-governmental preschool educators are empowered, well-supported, and equipped to deliver high-quality education in early childhood settings.
Key words: preschool, educational, organizations, emphasizes, creating, positive, corporate, culture, child-centered education, collaboration, professional growth.
In today's fast-paced and evolving educational landscape, non-governmental preschool educational organizations (NGOs) are playing an increasingly important role in shaping the future of early childhood education. These institutions are not just centers for early learning, but also environments that nurture creativity, curiosity, and social skills in young children. However, to achieve this, the teachers in these organizations must be supported with a robust corporate culture and optimal pedagogical conditions. This article explores the key principles for improving corporate culture and pedagogical conditions within non-governmental preschool educational organizations, ensuring that teachers are empowered to provide the best learning experiences for young children.
1. Building a Positive Corporate Culture
Corporate culture is an integral part of any organization, and in the context of non-governmental preschool educational institutions, it sets the tone for the teaching
environment, staff collaboration, and overall mission. For teachers to thrive, the corporate culture must promote values that align with the principles of quality education, personal development, and mutual respect. Some key aspects of a positive corporate culture in these settings include:
a. Clear Vision and Values
Non-governmental preschool educational organizations need to have a clearly defined vision and set of values that emphasize child-centered education, respect for diversity, and continuous improvement. The leadership should communicate these values regularly and ensure they permeate every aspect of the school environment. Teachers who feel connected to the institution's mission are more likely to be motivated and invested in their roles.
b. Collaborative Environment
A culture of collaboration fosters positive relationships between teachers, administrators, and other staff. By creating a supportive work environment, teachers can share ideas, resources, and strategies for addressing challenges. Regular team meetings, collaborative planning sessions, and peer feedback systems can be effective tools for promoting a sense of community and collective responsibility.
c. Recognition and Appreciation
Recognizing and celebrating the efforts and achievements of teachers is critical in creating a positive and motivating work environment. Regular acknowledgment of their hard work, innovative teaching practices, and contributions to the organization boosts morale and fosters a sense of pride and belonging. Additionally, offering opportunities for professional growth and advancement helps teachers feel valued.
2. Enhancing Pedagogical Conditions for Teachers
Pedagogical conditions refer to the resources, training, and support systems that enable teachers to effectively perform their duties. In non-governmental preschool educational organizations, ensuring optimal pedagogical conditions is essential to achieving high-quality early childhood education. Below are several strategies to enhance these conditions:
a. Professional Development and Training
Ongoing professional development is vital for teachers in non-governmental preschool settings. These educators must be equipped with the latest pedagogical approaches, child development knowledge, and classroom management techniques. Offering workshops, seminars, and access to educational conferences allows teachers to stay current with new methodologies, learn from experts, and apply innovative practices in the classroom.
Additionally, teachers should be encouraged to pursue advanced qualifications in early childhood education or related fields. This could be supported through scholarships, financial assistance, or study leave.
50
b. Mentorship and Support Systems
A mentorship system can be highly beneficial, particularly for new teachers or those facing challenges in the classroom. Pairing less experienced teachers with seasoned mentors allows for the exchange of knowledge, guidance on pedagogical approaches, and emotional support. Support systems, including access to counseling or peer support groups, also help teachers manage stress and prevent burnout.
c. Adequate Resources and Materials
Quality educational materials are fundamental to creating an effective learning environment for both teachers and students. Non-governmental preschool organizations should ensure that their classrooms are equipped with the necessary tools and materials for interactive learning, such as age-appropriate books, toys, digital tools, and teaching aids. Moreover, ensuring the availability of adequate facilities, such as well-designed outdoor play areas and quiet spaces for reflection, enhances the teaching and learning experience.
d. Work-Life Balance and Wellbeing
Promoting a healthy work-life balance for teachers is essential to prevent burnout and foster long-term engagement. Non-governmental organizations should provide flexible working hours, generous vacation time, and support for teachers' well-being. This could include wellness programs, access to mental health resources, and encouraging regular breaks throughout the day.
e. Student-Centered Pedagogy
Teachers should be empowered to implement student-centered teaching strategies that cater to the diverse needs of young learners. This involves creating inclusive classrooms where every child's learning style is respected. Encouraging active learning, experiential activities, and personalized learning plans ensures that all children receive the support they need to develop their cognitive, social, and emotional skills.
3. Promoting Continuous Feedback and Evaluation
A key principle in improving the pedagogical conditions of teachers is the establishment of a continuous feedback and evaluation system. This system should be constructive, ongoing, and based on clear criteria for teaching effectiveness. Regular observations and performance reviews help identify areas where teachers can improve and offer opportunities for professional growth.
Moreover, feedback should be reciprocal. Teachers should also have the opportunity to provide input on the support they receive, resources they need, and any challenges they encounter. This helps create an atmosphere of open communication, where all voices are heard and respected.
4. Building Strong Relationships with Parents and Communities
Non-governmental preschool educational organizations often thrive on strong partnerships with families and the local community. Teachers should be encouraged to build strong relationships with parents, which can significantly enhance the learning experience for children. Parent-teacher meetings, open houses, and collaborative events can strengthen this partnership.
Furthermore, community involvement through outreach programs or local collaborations provides teachers with additional resources and support networks. These external connections can offer new learning opportunities for both teachers and students, enriching the educational experience.
Conclusion
Improving corporate culture and pedagogical conditions for teachers in nongovernmental preschool educational organizations is essential for the success of both the educators and the children they serve. By fostering a positive, collaborative work environment, supporting continuous professional development, ensuring teachers have the resources they need, and promoting open communication, non-governmental institutions can create a nurturing and effective educational environment. The result will be a thriving organization where both teachers and students are empowered to achieve their full potential.
References:
1. Incheon declaration/Education 2030: Towards inclusive and equitable quality education and lifelong learning for all (Word Education Forum, May 19-22, 2015, Incheon, Republic of Korea). 6p. 26 P.
2. Resolution of the President of the Republic of Uzbekistan dated December 29, 2016 No. PQ-2707 "On measures to further improve the preschool education system in 2017-2021". - Collection of Legislative Acts of the Republic of Uzbekistan, 2017, No. 1.
3. https://old.xs.uz/index.php/homepage/fan-va-talim/item/7206 elektron-ta-lim.
4. PrimovSh.K. Development of communicative competence of future teachers. Abstract. 2020. 6-7p.
5. https://effect.uz/k/2020/10/24/
6. https: //www.labirint.ru/reviews/goods/583624/
7. https://treewords.com/
8. https://ru.coursera.org/
