Název: Vize a realita při výběru a přijímání nových učitelů : perspektivy pedagogických lídrů a začínajících učitelek
Variantní název:
- Vision and reality in the recruitment and hiring of new teachers : the perspective of pedagogical leaders and novice teachers
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 1, s. [57]-80
Rozsah
[57]-80
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-1-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.80148
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
V této studii se zabývám procesem výběru a přijímáním začínajících učitelů do českých škol. Výsledky vychází z analýzy kvalitativních hloubkových rozhovorů se šesti začínajícími učitelkami, čtyřmi řediteli a dvěma zástupci, kteří přijali tyto učitelky ve školním roce 2022/2023 do škol. Na základě výpovědí těchto aktérů jsem hledal odpovědět na to, jaké postupy lídři používají při výběru nových zaměstnanců, jaké důvody vedou lídry k výběru vhodného kandidáta, jakou roli v tomto výběru hraje vize školy a jaká očekávání mají od nově přijímaných učitelů. Identifikuji různá pojetí vizí lídrů, kterými se při výběru učitelů řídí. Analýza dat přesto odhalila, že lídři se ve volbě učitelek rozhodovali především podle osobních sympatií a vzájemného souznění během přijímacího rozhovoru. Zároveň analýza ukázala, že očekávání lídrů nebyla učitelkami dostatečně pochopena. Tohle nepochopení postupem času vedlo učitelky k přehodnocení své role a jejich postavení ve škole. Mnohdy je vedlo i k otázkám, zda chtějí ve škole nadále zůstat, či školu opustit.
In this study, I examine the process of recruting and hiring novice teachers in Czech schools. The results are based on an analysis of qualitative in-depth interviews with six novice teachers and six pedagogical leaders who recruited these teachers to schools in the 2022/2023 school year. Based on the narratives of these participants, I sought to answer what practices leaders use when selecting new teachers, what reasons leaders give for selecting a suitable candidate, what role the vision of the school plays in this selection process, and what expectations leaders have of newly hired teachers. I identify the different conceptions of leaders' visions that guide their teacher selection process. The data analysis reveals that leaders made their decisions in selecting the teachers under study mainly based on their personal sympathies and rapport during the recruitment interview. At the same time, the analysis revealed that the leaders' expectations were not sufficiently understood by the teachers. This lack of understanding over time led the teachers to re-evaluate their roles and their positions in the school, often influencing their thinking and often leading them to question whether they wanted to stay or leave the school.
Note
Výzkum vznikl v rámci projektu Národního institutu SYRI (LX22NPO5101) financovaného EU – Next Generation EU (MŠMT, NPO: EXCELES).
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[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 | DOI 10.1007/bf03026780
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[28] OECD (2005). Teachers matter: Attracting, developing, and retaining effective teachers, education and training policy. OECD Publishing. https://doi.org/10.1787/9789264018044-en
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[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 | DOI 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 | DOI 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 | DOI 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 | DOI 10.1002/hrm.20026
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