FACILITATION TRAINING AS A TOOL FOR OPTIMIZING CORPORATE CULTURE AND MOTIVATIONAL PROFILE OF EDUCATIONAL INSTITUTIONS PERSONNEL
DOI:
https://doi.org/10.31891/PT-2026-3-34Keywords:
corporate culture, personnel motivation, facilitation training, cumulative stress, achievement motivation, general secondary education institutionsAbstract
The personnel of modern educational organizations function under conditions of elevated cumulative stress and permanent structural changes caused by martial law, lack of material resources, and constant reforms. This prolonged psychosocial pressure negatively affects their professional drives and organizational behavior.
The article aims to provide a theoretical substantiation and presentation of a content-functional model of organizational facilitation training as a tool for corporate culture optimization and reinforcement of employees' internal motivation within secondary education institutions.
The empirical study was conducted on the basis of general secondary education institutions of the Pokrovska rural territorial community with a total sample size of 40 respondents. The psychodiagnostic complex included: J. Barbuto's "Motivational Drivers", T. Ehlers' "Motivation for Success", T. Holmes and R. Rahe's Social Readjustment Rating Scale, and K. Cameron and R. Quinn's Organizational Culture Assessment Instrument (OCAI). Statistical data processing was carried out using Pearson's correlation coefficient.
The empirical data revealed a clear dominance of the market-type organizational culture (31.8 points), while a low level of success motivation was fixed in 40% of respondents, creating a sharp intra-organizational conflict. A significant negative correlation was found between cumulative stress and the general motivational profile (r = -0.42; p ≤ 0.01), as well as a positive correlation between the type of culture and integrated motivation (r = 0.31; p ≤ 0.05).
Based on empirical facts, a 4-module organizational facilitation training program was developed. The model, implemented through specific tracks of facilitation (diagnostic, corrective, developmental), ensures the integration of educators' personal goals into the institution's mission, decreases organizational anxiety, and destigmatizes emotional problems.
