Název: Přínos distributivního vedení škol k pracovní spokojenosti učitelů
Variantní název:
- Benefits of distributive school leadership for teacher work satisfaction
Zdrojový dokument: Studia paedagogica. 2018, roč. 23, č. 1, s. [55]-80
Rozsah
[55]-80
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2018-1-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137840
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Tato studie prezentuje výsledky výzkumu zaměřeného na to, jak chorvatští učitelé hodnotí vývoj charakteristik distributivního vedení školy (DVŠ) a zda existuje korelace mezi DVŠ a celkovou pracovní spokojeností učitelů (PSU). Tento výzkum, jejž se účastnilo 1910 učitelů chorvatských základních a středních škol, hodnotil charakteristiky DVŠ pomocí nově zkonstruovaného Dotazníku distributivního vedení školy a jedné dodatečné položky pro hodnocení PSU. Použity byly tři dílčí škály DVŠ, a sice DVŠ vycházejícího z činnosti pracovníků školy, z činnosti uživatelů a vnějších aktérů a z činnosti ředitelů a jejich nejbližších spolupracovníků (nepřítomnost DVŠ). Výsledky Spearmanových neparametrických korelací ukazují, že DVŠ vycházející z činnosti pracovníků školy má s PSU mírnou pozitivní korelaci, DVŠ vycházející s činnosti uživatelů a vnějších aktérů má s PSU slabou pozitivní korelaci a DVŠ vycházející z činnosti ředitele a jeho nejbližších spolupracovníků má s PSU korelaci negativní. Výsledky ordinální logistické regresní analýzy pak ukazují, že DVŠ může vysvětlit 20,1 % odchylky celkové pracovní spokojenosti učitelů.
This study presents the results of research documenting how Croatian teachers evaluated the evolution of features of distributive school leadership (DSL) and whether there is a correlation between such leadership and the teachers' overall work satisfaction (TWS). A total of 1,910 Croatian teachers participated in the research by completing a newly constructed questionnaire for DSL with one item added to evaluate their work satisfaction. The questionnaire used three partial scales for DSL to measure information provided by school employees, students and outside actors, and directors and their closest coworkers. The results of Spearman's nonparametric correlations show that DSM based on the actions of employees had a mildly positive correlation with TWS, DSL based on the actions of students and outside actors had a weak positive correlation with TWS, and DSL based on the actions of directors and their closest co-workers had a negative correlation with TWS. Ordinal logistic regression analysis showed that DSL can explain 20.1% of the variation in TWS
Note
Tato studie vznikla za podpory Chorvatské grantové agentury v rámci projektu Průzkum vedení chorvatských škol z distributivní perspektivy (IscLEAD; projekt č. IP-2014-09-1825) a Univerzity v Rijece (projekt č. 13.04.1.3.13). Hlavním řešitelem je prof. Branko Rafajac.
Reference
[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. | DOI 10.5559/di.25.3.05
[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
[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. | DOI 10.5559/di.25.3.05
[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