Associative experiment methodology: theoretical foundations and application

Abstract

The present study is devoted to a comprehensive analysis of the methodology of associative experiment as a tool for diagnosis and management of educational processes. The purpose of the work is to systematize theoretical approaches to the associative experiment and to develop a model for its application in the educational management system. The methodological basis of the study was an integrated approach, including a free and directed associative experiment conducted on a sample of 530 respondents (heads of educational organizations, teachers, students). Empirical data was subjected to multilevel analysis using quantitative and qualitative methods. The study revealed statistically significant correlations (r=0.78, p<0.01) between the structure of associative fields and the effectiveness of educational innovation. Key markers in associative reactions have been identified, indicating the willingness of teaching staff to change (the innovation readiness index was 0.67). A typology of associative strategies of heads of educational organizations has been formed, which makes it possible to predict the success of implementing managerial decisions with an accuracy of up to 83%. A methodology for diagnosing the organizational culture of educational institutions based on the analysis of collective associative fields (reliability coefficient α=0.85) has been developed and tested. The results obtained expand the theoretical understanding of the mechanisms of formation of professional consciousness of teachers and can serve as a basis for the development of programs to improve the effectiveness of management of educational organizations.