Přínos distributivního vedení škol k pracovní spokojenosti učitelů
Roč.23,č.1(2018)
Studia paedagogica
distributivní vedení školy; pracovní spokojenost učitelů; participace učitelů
[1] Andevski, M., Arsenijević, J., & Spajić, B. (2012). Leadership characteristics of employees in school systems in the Republic of Croatia and the Republic of Serbia. Croatian Journal of Education, 14(4), 881–915.
[2] Bennett, N., Wise, C., Woods, P. A., & Harvey, J. A. (2003). Distributed leadership: A review of literature. Notthingham, UK: National College for School Leadership.
[3] Blažević, I. (2014). Rukovodeća uloga ravnatelja u školi. Školski vjesnik, 63(1–2), 7–21.
[4] Bogler, R., & Nir, A. E. (2015). The contribution of perceived fit between job demands and abilities to teachers' commitment and job satisfaction. Educational Management Administration & Leadership, 43(4), 541–560. | DOI 10.1177/1741143214535736
[5] Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662–683. | DOI 10.1177/00131610121969460
[6] Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research. International Journal of Management Reviews, 13, 251–269. | DOI 10.1111/j.1468-2370.2011.00306.x
[7] Bolden, R. (2007). Distributed Leadership. Unpublished manuscript, University of Exeter, United Kingdom. Dostupné z https://ore.exeter.ac.uk/repository/bitstream/handle/10036/32292/manag0702.pdf?sequence=1
[8] Braš Roth, M., Markočić Dekanić, A., & Ružić, D. (2014). TALIS 2013: Glas učitelja i ravnatelja za bolje ishode poučavanja. Zagreb: Nacionalni centar za vanjsko vrednovanje obrazovanja – PISA centar.
[9] Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Education Administration Quarterly, 48(4), 699–732.
[10] Burcar, Ž. (2013). Školski menadžment i liderstvo: Uloga ravnatelja u hrvatskom školstvu. Split: Redak.
[11] Bush, T. (2013). Distributed leadership: The model of choice in the 21st century. Educational Management Administration & Leadership, 41(5), 543–544. | DOI 10.1177/1741143213489497
[12] Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. | DOI 10.1016/j.jsp.2006.09.001
[13] Choi Wa Ho, D. (2010). Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership. Educational Management Administration & Leadership, 38(5), 613–624. | DOI 10.1177/1741143210373739
[14] Corsini, R. J. (1999). The dictionary of psychology. Philadelphia: Psychology Press.
[15] Crawford, M. (2012). Solo and distributed leadership: Definitions and dilemmas. Educational Management Administration & Leadership, 40(5), 610–620. | DOI 10.1177/1741143212451175
[16] Curry, K. A. (2014). Team leadership: It's not for the faint of heart. Journal of Cases in Educational Leadership, 17(2), 20–40. | DOI 10.1177/1555458914528909
[17] Domović, V. (2003). Školsko ozračje i učinkovitost škole. Jastrebarsko: Naklada Slap.
[18] Đaković, O. (2012). Modeli stručnog usavršavanja ravnatelja srednjih škola. Zagreb: Grafička škola.
[19] European Commission [EC]. (2012). Supporting the Teaching Professions for Better Learning Outcomes. Dostupné z http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:PDF
[20] European Commission [EC]. (2015). Strengthening teaching in Europe. Dostupné z http://ec.europa.eu/dgs/education_culture/repository/education/library/policy/teaching-profession-practices_en.pdf
[21] Evans, L. (1997). Understanding teacher morale and job satisfaction. Teaching and Teacher Education, 13(8), 831–845. | DOI 10.1016/S0742-051X(97)00027-9
[22] Fletcher, J. K., & Kaufer, K. (2003). Shared leadership: Paradox and possibility. In: C. L. Pearce & J. A. Conger (Eds.), Shared Leadership. Los Angeles: SAGE Publications.
[23] Foskett, N., & Lumby, J. (2003). Leading and Managing Education: International Dimensions. London: SAGE Publications.
[24] Gronn, P. (2008). The future of distributed leadership. Journal of Educational Administration, 46(2), 141–158. | DOI 10.1108/09578230810863235
[25] Gronn, P. (2003). The new work of educational leaders: Changing leadership practice in an era of school reform. London: SAGE Publications.
[26] Hairon, S., & Goh, J. W. P. (2015). Pursuing the elusive construct of distributed leadership: Is the search over? Educational Management Administration & Leadership, 43(5), 693–718. | DOI 10.1177/1741143214535745
[27] Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management, Administration and Leadership, 38(6), 654–678. | DOI 10.1177/1741143210379060
[28] Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potencial. Thousand Oaks: SAGE Publications.
[29] Harris, A. (2007). Distributed leadership: Conceptual confusion and empirical reticence. International Journal of Leadership in Education, 10(3), 1–11. | DOI 10.1080/13603120701257313
[30] Harris, A. (2005). Leading or misleading? Distributed leadership and school improvement. Journal of Curriculum Studies, 37(3), 255–265.
[31] Harris, A., & Mujis, D. (2003). Teacher Leadership: principles and practice. Notthingham, National College for School Leadership.
[32] Harris, A., & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31–34. | DOI 10.1177/0892020607085623
[33] Hongying, S. (2007). Literature review of teacher job satisfaction. Chinese Education & Society, 40(5), 11–16. | DOI 10.2753/CED1061-1932400502
[34] Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291–317. | DOI 10.1080/09243450902909840
[35] Hulpia, H., Devos, G., & Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers' organizational commitment: Examining the source of the leadership function. Education Administration Quarterly, 47(5), 728–771. | DOI 10.1177/0013161X11402065
[36] Janković, M. (2012). Socijalna kompetencija i zvanje ravnatelja osnovnih i srednjih škola. Andragoški glasnik, 16(2), 117–129.
[37] Jones, S. (2014). Distributed leadership: A critical analysis. Leadership, 10(2), 129–141. | DOI 10.1177/1742715011433525
[38] Kovač, V., Buchberger, I., & Rafajac, B. (2015). O obrazovnoj politici iz različitih perspektiva. Rijeka: Filozofski fakultet u Rijeci.
[39] Krejcie, R., & Morgan, D. W. (1970). Determinig sample size for research activities. Educational and Psychological Measurment, 30, 607–610. Dostupné z https://home.kku.ac.th/sompong/guest_speaker/KrejcieandMorgan_article.pdf | DOI 10.1177/001316447003000308
[40] Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4(4), 309–336. | DOI 10.1016/0030-5073(69)90013-0
[41] Ma, X., & MacMillan, R. B. (1999). Influences of workplace conditions on teachers' job satisfaction. The Journal of Educational Research, 93(1), 39–47. | DOI 10.1080/00220679909597627
[42] Matijević Šimić, D. (2011). Uloga ravnatelja u motiviranju učitelja. Napredak, 152(2), 227–248.
[43] McBeth, M. E. (2008). The distributive leadership toolbox: Essential practices for successful schools. Thousand Oaks; New Delhi; London; Singapore: SAGE.
[44] Mertkan, S. (2014). In search of leadership: what happened to management? Educational Management Administration & Leadership, 42(2), 226–242. | DOI 10.1177/1741143213499252
[45] Minckler, C. H. (2013). School leadership that builds teacher social capital. Educational Management Administration & Leadership, 42(5), 657–679. | DOI 10.1177/1741143213510502
[46] Ministry of Science, Education and Sports [MSES]. (2014). The Strategy of education, science and technology. Dostupné z https://vlada.gov.hr/strategija-obrazovanja-znanosti-i-tehnologije-nove-boje-znanja/151
[47] National College for School Leadership [NCSL]. (2004). Distributive leadership in action: Full report. Dostupné z http://dera.ioe.ac.uk/2052/1/download%3Fid%3D17152%26filename%3Ddistributed-leadership-in-action-full-report.pdf
[48] Norušis, M. J. (2012). IBM SPSS Statistics 19 Advanced Statistical Procedures Companion. New Jersey: Prentice Hall.
[49] Odhiambo, G., & Hii, A. (2012). Key stakeholders' perceptions of effective school leadership. Educational Management Administration & Leadership, 40(2), 232–247. | DOI 10.1177/1741143211432412
[50] Organization for Economic Cooperation and Development [OECD]. (2013). Leadership for 21st century learning. Dostupné z http://www.keepeek.com/Digital-Asset-Management/oecd/education/leadership-for-21st-century-learning_9789264205406-en#page1
[51] Organization for Economic Cooperation and Development [OECD]. (2014). TALIS 2013 results: An international perspective on teaching and learning. Dostupné z http://www.keepeek.com/Digital-Asset-Management/oecd/education/talis-2013-results_9789264196261-en#.Wfg7vWjWyM8#page3
[52] Organization for Economic Cooperation and Development [OECD]. (2016). PISA 2015 results (Volume II): Policies and practices for succesfull schools. Paris: OECD Publishing. Dostupné z http://www.keepeek.com/Digital-Asset-Management/oecd/education/pisa-2015-resultsvolume-i_9789264266490-en#.WfhDoGjWyM8#page1
[53] Oshagbemi, T. (1999). Overall job satisfaction: how good are single versus multiple-item measures? Journal of Managerial Psychology, 14(5), 388–403. | DOI 10.1108/02683949910277148
[54] Pahić, T., Miljević-Riđički, R., & Vizek Vidović, V. (2010). Uključenost roditelja u život škole: percepcija roditelja opće populacije i predstavnika roditelja u školskim tijelima. Odgojne znanosti, 12(2), 329–346.
[55] Pastuović, N. (1996). Upravljanje i reformiranje obrazovnih sustava: osvrt na reforme u postkomunističkim zemljama. Društvena istraživanja, 1(21), 39–58.
[56] Pavin, T., Rijavec, M., & Miljević-Riđički, R. (2005). Percepcija kvalitete obrazovanja učitelja i nastavnika i nekih aspekata učiteljske i nastavničke profesije iz perspektive osnovnoškolskih učitelja i nastavnika. In V. Vizek Vidović, V. Vlahović-Štetić, T. Pavin, M. Rijavec, R. Miljević-Riđički, & A. Žižak (Eds.), Cjeloživotno obrazovanje učitelja i nastavnika: višestruke perspektive (No. 15). Institut za društvena istraživanja u Zagrebu.
[57] Peko, A., Mlinarević, V., & Gajger, V. (2009). Učinkovitost vođenja u osnovnim školama. Odgojne znanosti, 11(2), 67–84.
[58] Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership. Volume 1: Policy and practice. Paris: OECD.
[59] Radeka, I., & Sorić, I. (2006). Zadovoljstvo poslom i profesionalni status nastavnika. Napredak, 2, 161–177.
[60] Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological reports, 114(1), 68–77. | DOI 10.2466/14.02.PR0.114k14w0
[61] Slavić, A. (2014). Ponašanja ravnatelja koja učitelji doživljavaju kao mobing. Školski vjesnik, 63(3), 465–480.
[62] Slišković, A., Burić, I., & Knežević, I. (2016). Job satisfaction and burnout in teachers: The importance of perceived support from principal and work motivation. Društvena istraživanja, 25(3), 371–392.
[63] Somech, A. (2010). Participative decision making in schools: A mediating – moderating analytical framework for understanding school and teacher outcomes. Education Administration Quarterly, 46(2), 174–209. | DOI 10.1177/1094670510361745
[64] Spillane, J. P. (2006). Distributed leadership. San Francisco: Jossey-Bass.
[65] Spillane, J. P. (2005). Distributed Leadership, The Educational Forum, 69(2), 143–150. | DOI 10.1080/00131720508984678
[66] Staničić, S. (Ed.). (2016). Model licenciranja ravnatelja odgojno- obrazovnih ustanova. Dostupné z http://novebojeznanja.hr/UserDocsImages/Dokumenti%20za%20web/Licenciranje_Izvje%C5%A1%C4%87e%20MZO-u_12-12-16_Prijedlog-ERS-e5.pdf
[67] Staničić, S. (2000). Vođenje odgojno-obrazovne djelatnosti u školi (doktorski rad). Rijeka: Filozofski fakultet.
[68] Staničić, S., Kovač, V., & Đaković, O. (Eds). (2016). Standardi za ravnatelje odgojno-obrazovnih ustanova. Dostupné z http://novebojeznanja.hr/UserDocsImages/Dokumenti%20za%20web/Standardi%20za%20ravnatelje%20odgojno-obrazovnih%20ustanova.pdf
[69] Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers' sense of efficacy. The Journal of Experimental Education, 63(3), 217–230. | DOI 10.1080/00220973.1995.9943810
[70] Thekedam, J. S. (2010). A study of job satisfaction and factors that influence it. Management and Labour Studies, 35(4), 407–417. | DOI 10.1177/0258042X1003500401
[71] Thurstone, L. L. (1947). Multiple factor analysis. Chicago: University of Chicago Press.
[72] Tian, M., Risku, M., & Collin, K. (2015). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 1–19. Dostupné z http://ema.sagepub.com/content/early/2015/04/09/1741143214558576.full.pdf+html
[73] Townsend, A. (2015). Leading school networks: Hybrid leadership in action? Educational Management Administration & Leadership, 43(5), 719–737. | DOI 10.1177/1741143214543205
[74] Varga, R., Peko, A., & Vican, D. (2016). Uloga ravnatelja u koncepcijama promjena odgojnoobrazovnog sustava Republike Hrvatske. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 62(1), 39–51.
[75] Vidić, T. (2009). Zadovoljstvo poslom učitelja u osnovnoj školi. Napredak, 150(1), 7–20.
[76] Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human resource management review, 12(2), 173–194. | DOI 10.1016/S1053-4822(02)00045-1
[77] Zhang, J. W., Lo, L. N. K., & Chiu, C. S. (2014). Teacher leadership in university–school collaboration for school improvement (USCSI) on the Chinese Mainland. Educational Research for Policy and Practice, 13(3), 199–220. | DOI 10.1007/s10671-013-9158-0
Copyright © 2018 Studia paedagogica