ABSTRACT

The purpose of this study was to find out what kind of worldviews Finnish principals identify in their schools and the kind of lived realities of worldviews that are affecting schools from the perspective of school leadership. The issues were considered using a wide worldview framework, which includes religious and non-religious worldviews and focused on the lived realities of worldviews. Seven principals in basic education were interviewed, and the resulting data were analysed using both inductive and deductive content analysis methods. According to the results, diversity and a plurality of worldviews was emphasised in the schools, principals identifying a total of 30 different worldviews including both religious and non-religious worldviews. The lived realities of worldviews were separated into four categories; worldviews in school practices, the neutrality of schools, visibility of individuals’ worldviews, and worldviews education. The principals’ role and responsibility in accepting actualisations were emphasised and there were differences in how principals considered and accepted the visibility of worldviews in schools.

摘要

这项研究的目的是找出芬兰校长在他们的学校中认同什么样的世界观，以及从学校领导力的角度影响学校的世界观的现实生活。这些问题是使用广泛的世界观框架来考虑的，其中包括宗教和非宗教世界观，并侧重于世界观的现实生活。采访了七位基础教育的校长，并使用归纳和演绎内容分析方法对所得数据进行了分析。根据结果​​，学校强调多样性和多元化的世界观，校长确定了总共 30 种不同的世界观，包括宗教和非宗教世界观。世界观的现实现实分为四类：学校实践中的世界观，学校的中立性、个人世界观的可见性和世界观教育。强调了校长在接受现实化方面的作用和责任，并且校长在如何考虑和接受学校世界观的可见性方面存在差异。