CHANGES IN THE CULTURE OF THE ORGANIZATION OF POLISH SCHOOLS OF VARIOUS TYPES IN LIGHT OF UNDERTAKEN REFORMS

The changes introduced in the system of educational of students affect the transformation of the organizational culture of Polish schools. The external values, goals and ideals imposed by the state on all members forming a school organization, can be - but are not necessarily - desirable. It depends on many factors. One of them is direct involvement in the process of transforming the educational system of all those affected by changes. Another factor is the purposefulness and suitability of the introduced changes. G. Avery (2009) emphasizes that co-creating and adapting the organizational culture to systemic changes has a positive effect on the organization's success. It is important to properly manage the elements of introducing changes in the culture of the organization in order to avoid any misunderstandings and social disappointments. School directors as educational leaders should understand how and why changes are made to the culture of Polish school organizations.

The article presents the results of quantitative research conducted in randomly selected Polish schools of various types. The aim of the study was to check knowledge among directors about who and for what purpose makes changes in the education system of students. The results show that the school heads responsible for educational processes in their schools every day knew about educational reforms, but did not take an active part in the arrangements for the directions of these changes. School heads were completely excluded from deciding on education reform. The research shows that the directors disagree about the desirability and quality of introduced changes, due to the lack of participation in their determination. Presenting proposals for introducing changes to the education system in a participatory or directive mode may affect the quality of activities undertaken in schools.