Přínos distributivního vedení škol k pracovní spokojenosti učitelů

Abstract

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

Democratic School Culture and Democratic School Leadership / Demokratska školska kultura i demokratsko školsko vođenje

“…These findings are in line with research focusing on the characteristics of distributed school leadership, whose results point to high average individual values of features describing the participation of teachers and other staff in formal bodies of school management, and also including those features indicating adequate forms of interaction among stakeholders during decision-making(Buchberger et al, 2018).…”

“…It is possible to assume that those teachers expect a higher level of participation in decision-making and in other processes of school leadership, in comparison to novice teachers, who are more focused on developing their basic teaching competences. Including this group of teachers in the process of decision-making is an important message to principals, since experienced teachers can significantly contribute to shaping quality decisions that will improve the work of their school, and higher participation can indirectly strengthen their motivation and job satisfaction (Buchberger et al, 2018).…”

“…U Republici Hrvatskoj postoje istraživanja koja se bave školskom kulturom i klimom (Domović, 2004; Spajić-Vrkaš i sur., 2016), školskim vođenjem (Buchberger, Kovač i Ažić-Bastalić, 2018;Staničić, 2006), kao i odnosom školske kulture i vođenja (Slavić, Rijavec i Matić, 2019). Međutim, ne postoje istraživanja koja su fokusirana na demokratsku školsku kulturu i demokratsko školsko vođenje, odnosno njihovu razvijenost i međuodnos.…”

“…Moguće je pretpostaviti da ovi učitelji očekuju veći stupanj sudjelovanja u donošenju odluka i drugim procesima školskoga vođenja, nego što to očekuju učitelji početnici koji su usmjereniji na razvijanje primarnih učiteljskih kompetencija. Uključivanje ove skupine učitelja u procese donošenja odluka važna je poruka ravnateljima budući da iskusniji učitelji mogu značajno doprinijeti oblikovanju kvalitetnijih odluka za unapređivanje rada škole, a veća participacija posredno može djelovati i na jačanje njihove motivacije i zadovoljstva poslom (Buchberger, Kovač i Ažić-Bastalić, 2018).…”

“…In the Republic of Croatia, research has been conducted on school culture and school climate (Domović, 2004;Spajić-Vrkaš et al, 2016), school leadership (Buchberger et al, 2018;Staničić, 2006), and the relationship between school culture and school leadership (Slavić et al, 2019). However, there is no research focusing on democratic school culture and democratic school leadership, i.e.…”