ORGANIZATIONAL AND TECHNICAL FLEXIBILITY OF TEACHERS AND THEIR RELATIONSHIP WITH THE QUALITY OF THE TEACHING PROCESS

Abstract

This study examines organizational and technical flexibility of teachers as dimensions of professional competence related to the quality of the teaching process. The purpose was to determine how teachers use information about learning to make decisions, adapt teaching, and improve their practice, with particular attention to organization according to learning outcomes, monitoring achievement, timely adaptation, purposeful use of technology, and professional self-reflection. The research was conducted as an empirical quantitative-qualitative study with 316 teachers from primary and secondary education. Data were collected through a 25-item questionnaire organized into eight thematic units. Likert-type items were rated from 1, Never, to 5, Always, while open questions addressed organizational conditions, technical challenges, and needed changes. Descriptive statistics, composite scores, internal consistency analysis, Pearson correlations, and thematic analysis were applied. The results showed a high level of self-reported organizational and technical flexibility, developed self-reflective practice, and a positive assessment of teaching quality. The strongest positive relationship was found between self-reflective practice and perceived teaching quality, while organizational and technical flexibility were also positively related. Teachers most often reported responding to technical problems through alternative planning, selection of another digital tool, or adaptation of the way of working. At the same time, technical equipment, internet access, spatial and material conditions, diverse student needs, time, and administrative workload were identified as important contextual factors. No statistically significant differences were found according to environment, teaching position, work experience, or type of education. The findings should be interpreted within the examined sample because the study relied on self-assessment and correlational analysis and therefore does not establish causal relationships. The study recommends professional development that integrates organizational adaptation, pedagogically justified technology use, self-reflection, and analysis of learning results, together with adequate institutional, technical, and resource support.