Estonian School Culture – Endeavor for Learning Organisation at the Beginning of 21st Century

Abstract

School climate and culture form an environment for pupil and teacher well-being and development. Concepts of learning organisation, knowledge creation and management are applied to understand differences in school organisational culture as perceived by teachers in 2004, with some comparisons and developments from 2020. The main hypothesis: by becoming aware of and modifying school’s social climate and culture stakeholders can support pupils’ academic success. Results allowed identification types of schools and teachers in Estonia. School culture, value system, teacher attitudes influence pupils’ optimistic acceptance of life, well-being, academic coping. The “learning developing school” supports pupils the most.