Vize a realita při výběru a přijímání nových učitelů: perspektivy pedagogických lídrů a začínajících učitelek

[1] Abernathy, T., Forsyth, A. & Mitchell, J. (2001). The bridge from student to teacher: What principals, teacher education faculty, and students value in a teaching applicant. Teacher Education Quarterly, 28(4), 109–119. https://www.jstor.org/stable/23478319

[2] Basit, A., Sebastian, V., & Hassan, Z. (2017). Impact of leadership style on employee performance. A case study on a private organization in Malaysia. International Journal of Accounting & Business Management, 5(2), 112–30.

[3] Bennett, D., Kajamaa, A., & Johnston, J. (2020). How to ... do longitudinal qualitative research. The Clinical Teacher, 17(5), 489–492. https://doi.org/10.1111/tct.13203

[4] Beteille, T., Kalogrides, D., & Loeb, S. (2009). Effective schools: Managing the recruitment, development, and retention of high-quality teachers. Working Paper 37. https://www.issuelab.org/resources/7137/7137.pdf

[5] Çakmak, M., Gündüz, M., & Emstad, A. B. (2018). Challenging moments of novice teachers: Survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147–162. https://doi.org/10.1080/0305764X.2018.1476465

[6] Calman, L., Brunton, L., & Molassiotis, A. (2013). Developing longitudinal qualitative designs: Lessons learned and recommendations for health services research. BMC Medical Research Methodology, 13(1), 1–10. https://doi.org/10.1186/1471-2288-13-14

[7] Coenen, J., Cornelisz, I., Groot, W., van den Brink, H. M., & Van Klaveren, C. (2018). Teacher characteristics and their effects on student test scores: A systematic review. Journal of Economic Surveys, 32(3), 848–877. https://doi.org/10.1111/joes.12210

[8] Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A., Weinfield, F., & York, R. (1966). Equality of educational opportunity. National Center for Educational Statistics.

[9] Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications. https://doi.org/10.4135/9781452230153

[10] Cranston, J. (2012). Exploring school principals' hiring decisions: Fitting in and getting hired. Canadian Journal of Educational Administration and Policy. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42835

[11] Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080

[12] Davis, B. K., Ingle, W. K., & Choi, N. (2021). Preferred teacher applicant characteristics among school leaders in twelve kentucky rural and suburban school districts. Leadership and Policy in Schools, 20(3), 368–383. https://doi.org/10.1080/15700763.2019.1668427

[13] Davis, J. H., Ruhe, J. A., Lee, M., & Rajadhyaksha, U. (2007). Mission possible: Do school mission statements work? Journal of Business Ethics, 70(1), 99–110. https://doi.org/10.1007/s10551-006-9076-7

[14] Diamond, L. L., Abernathy, T. V., & Demchak, M. A. (2022). Principals' preferences in the hiring process: Is everything old new again? The Educational Forum, 86(3), 290–304. https://doi.org/10.1080/00131725.2021.1873474

[15] Diamond, L. L., Demchak, M., & Abernathy, T. V. (2020). A survey of rural principals: Preferences regarding teacher candidates. Rural Special Education Quarterly, 39(3), 138–151. https://doi.org/10.1177/8756870520912996

[16] Dvořák, D., & Trunda, J. (2017). Pedagogické vedení škol: analytická z práva. NIDV.

[17] Engel, M. (2013). Problematic preferences? A mixed method examination of principals' preferences for teacher characteristics in Chicago. Educational Administration Quarterly, 49(1), 52–91. https://doi.org/10.1177/0013161X12451025

[18] Federičová, M. (2019). Mezinárodní srovnání ředitelů škol: české administrativní inferno. Národohospodářský ústav AV ČR.

[19] Feldman, A., & Costa, D. M. dos S. (2021). The temporary teachers' hiring policy in the municipal educational system of Cametá (Pará, Brazil, 2013–2020). Education Policy Analysis Archives, 29(January – July), 80. https://doi.org/10.14507/epaa.29.5687

[20] Foreman, L. M., & Maranto, R. (2017). Why mission matters more for (some) charter principals. School Leadership & Management, 38(3), 242–258. https://doi.org/10.1080/13632434.2017.1346601

[21] Gagnon, A., Martin, M., & Goh, T. L. (2022). Fit to teach: Uncovering the hiring process. Journal of Physical Education, Recreation & Dance, 93(8), 34–40. https://doi.org/10.1080/07303084.2022.2108174

[22] Ingle, K., Thompson, C. T., & Abla, Z. W. (2018). An exploration of preferred teacher characteristics and hiring tools in Belize. Journal of Educational Administration, 56(4), 414–428. https://doi.org/10.1108/JEA-05-2017-0051

[23] Jabbar, H. (2018). Recruiting "talent": School choice and teacher hiring in New Orleans. Educational Administration Quarterly, 54(1), 115–151. https://doi.org/10.1177/0013161X17721607

[24] Kantabutra, S. (2005). Improving public school performance through vision-based leadership. Asia Pacific Education Review, 6(2), 124–136. https://doi.org/10.1007/BF03026780

[25] Kašpárková, V., Holečková, V., Hučín, J., Najvar, P., Píšová, M., Potužníková, E., Soukup, P., & Ševců, M. (2015). Analytická z práva z šetření TALIS 2013. Česká školní inspekce.

[26] Lazarová B., Pol, M., & Sedláček M. (2015). Mezinárodní šetření TALIS 2013. Souhrnná z práva mapující pedagogické vedení ředitelů základních škol v ČR. Česká školní inspekce.

[27] Lee, S. W., & Mao, X. (2023). Recruitment and selection of principals: A systematic review. Educational Management Administration & Leadership, 51(1), 6 –29. https://doi.org/10.1177/1741143220969694

[28] OECD (2005). Teachers matter: Attracting, developing, and retaining effective teachers, education and training policy. OECD Publishing. https://doi.org/10.1787/9789264018044-en

[29] OECD (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en

[30] OECD. (2018). Indicator D6 Who makes key decisions in education systems? In Education at a Glance 2018: OECD Indicators (pp. 408–421). https://doi.org/10.1787/eag-2018-33-en

[31] Perrone, F., & Eddy-Spicer, D. (2021). Teacher hiring and fit within a diverse school district. Leadership and Policy in Schools, 20(2), 168–190. https://doi.org/10.1080/15700763.2019.1637903

[32] Pol, M. (2007). Škola vedená, řízená a spravovaná. Pedagogika, 57(3), 213–226.

[33] Pol, M., Hloušková, L., Novotný, P. & Sedláček, M. (2009). Úvodní fáze profesní dráhy ředitelů základních škol. Studia paedagogica, 14(1). 109–126.

[34] Ransom, B., & Vlachopoulos, D. (2021). The meaning of mission statements to school practice and professional development: An interpretative phenomenological analysis. Educar, 57(1), 49–63. https://doi.org/10.5565/rev/educar.1126

[35] Rozkovcová, A., & Novotová, J. (2019). Styly vedení školy a sociální klima učitelských sborů. ORBIS SCHOLAE, 12(3), 67-84. https://doi.org/10.14712/23363177.2019.8

[36] Ryan, A., &Tippins, N. (2004). Attracting and selecting: What psychological research tells us. Human Resource Management, 43(4), 304–318. https://doi.org/10.1002/hrm.20026

[37] Saleem, A., Aslam, S., Yin, H-b., & Rao, C. (2020). Principal leadership styles and teacher job performance: Viewpoint of middle management. Sustainability, 12(8). https://doi.org/10.3390/su12083390

[38] Sarwar, U., Tariq, R., & Yong, Q. Z. (2022). Principals' leadership styles and its impact on teachers' performance at college level. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.919693

[39] Sebastian, J., Allensworth, E., & Huang, H. (2016). The role of teacher leadership in how principals influence classroom instruction and student learning. American Journal of Education, 123(1), 69–108. https://doi.org/10.1086/688169

[40] Sedláček, M. (2020). První učitel: k roli ředitele školy v pedagogickém vedení. Masarykova univerzita.

[41] Schumacher, G., Grigsby, B., & Vesey, W. (2015). Determining effective teaching behaviors through the hiring process. International Journal of Educational Management, 29(1), 139–155. https://doi.org/10.1108/IJEM-04-2013-0071

[42] Silay, N. (2022). Conflict management in educational organizations. The Journal of Academic Social Sciences, 129, 123–132. https://doi.org/10.29228/ASOS.62284

[43] Slate, R. J., Craig H. Jones., Wiesman, K., Alexander, J., Saenz, T. (2008). School mission statements and school performance: a mixed research investigation. New Horizons in Education, 56(2), 17–27.

[44] Smart, B. D. (1999). Topgrading: How leading companies win by hiring, coaching, and keeping the best people. Prentice Hall Press.

[45] Smylie, M. A., & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235–259. https://doi.org/10.1177/0013161X90026003003

[46] Stemler, S. E., Bebell, D., & Sonnabend, L. A. (2011). Using school mission statements for reflection and research. Educational Administration Quarterly, 47(2), 383–420. https://doi.org/10.1177/0013161X10387590

[47] Stewart, T. T., & Jansky, T. A. (2022). Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 1. https://doi.org/10.1016/j.tatelp.2022.100002

[48] Stier, W. F., & Schneider, R. C. (2007). What every public school physical educator should know about the hiring process. Journal of Physical Education, Recreation & Dance, 78(1), 40–45. https://doi.org/10.1080/07303084.2007.10597957

[49] Szeto, E. (2022). Influence of professional cultures and principal leadership effects on earlycareer teacher leadership development in Hong Kong schools. Professional Development in Education, 48(3), 379–397. https://doi.org/10.1080/19415257.2020.1770837

[50] Švaříček, R., & Šeďová, K. (2007). Kvalitativní výzkum v pedagogických vědách. Portál.

[51] Šikýř, M., Borovec, D., & Trojanová, I. (2016). Personalistika v řízení školy (2., aktualizované vydání). Wolters Kluwer.

[52] Tamir, E. (2021). What principals look for when hiring new teachers. Leadership and Policy in Schools, 20(2), 222–235. https://doi.org/10.1080/15700763.2019.1638423

[53] Theel, R. K., & Tallerico, M. (2004). Using portfolios for teacher hiring: Insights from principals. Action in Teacher Education, 26(1), 26–33. https://doi.org/10.1080/01626620.2004.10463310

[54] Torres, A. C. (2023). If they come here, will they fit? A case study of an urban no-excuses charter management organization's teacher hiring process. Urban Education, 58(3), 367–397. https://doi.org/10.1177/0042085919860564

[55] Ugwu, S., Okeke-James, N., Oparaji, I., Emengini, B., & Igbokwe, I. (2020). The influence of principal-teacher conflict on teachers' job performance in public secondary schools in Awka South of Anambra state. International Journal of Advanced Education and Research, 5(4), 39–42.

[56] Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. https://www.jstor.org/stable/1170301

[57] Wilson, S. M. (2009). Teacher quality (Education policy white paper). National Academy of Education. https://eric.ed.gov/?id=ED531145

[58] Wilson, S. M., & Floden, R. E. (2003). Creating effective teachers: Concise answers for hard questions. An Addendum to the Report "Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations". AACTE Publications.

[59] Winter P. A., McCabe D. H., & Newton R. M. (1998). Principal selection decisions made by teachers: The influence of work values, principal job attributes, and school level. Journal of School Leadership, 8(3), 251–279. https://doi.org/10.1177/105268460401400403