KARAKTERISTIKE SAVREMENIH MODELA LIDERSTVA U OBRAZOVANJU
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Nov 13, 2017
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Liderstvo je, posle kvaliteta poučavanja, najznačajniji faktor uspešnosti škole. U ovom radu analizirani su savremeni modeli liderstva u školi koji imaju podršku u rezultatima empirijskih radova. Predstavljeni su rezultati teorijskih razmatranja i empirijskih istraživanja o transformacionom, pedagoškom i distribuiranom liderstvu. Drugi deo rada posvećen je razmatranju osnovnih faktora koji posreduju u odnosu između školskog liderstva i uspešnosti školske organizacije. U tom smislu, govori se o ulozi profesionalnih zajednica nastavnika, profesionalnog razvoja nastavnika, školske klime i uključenosti roditelja u rad škole. Zaključuje se preporukama za školsku praksu i buduća istraživanja.
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Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. New Jersey: Lawrence Erlbaum Associates.
Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2013). School leaders matter. Education Next, 13(1), 1-8.
Bush, T. (2008). From management to leadership: semantic or meaningful change? Educational Management Administration & Leadership, 36(2), 271-288.
Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2-3), 101-113.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders longitudinal evidence from observations of principals. Educational Researcher, 42, 433-444.
Gumus, S., & Akcaoglu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy. Educational Management Administration & Leadership, 41(3), 289-302.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, 49(1), 31-45.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110.
Harris, A. (2013). Distributed Leadership Friend or Foe? Educational Management Administration & Leadership, 41(5), 545-554.
Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337-347.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Jogulu, U. D. (2010). Culturally-linked leadership styles. Leadership & Organization Development Journal, 31(8), 705-719.
Josanov-Vrgovic, I., & Pavlovic, N. (2014). Relationship between the school principal leadership style and teacher's job satisfaction in Serbia. Montenegrin Journal of Economics, 10(1), 43-57.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School effectiveness and School Improvement, 17(2), 201-227.
Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671-706.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership a meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the correlates. Bloomington, IN: Solution Tree Press.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670.
Ninković, S. R., & Knežević Florić, O. Č. (2016). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 1-16. doi:1741143216665842
Northouse, P. (2008). Liderstvo: teorija i praksa. Beograd: DATA STATUS.
Peko, A., Mlinarević, V., & Gajger, V. (2009). Učinkovitost vođenja u osnovnim školama. Odgojne znanosti, 11(2), 67-84.
Polovina, N. (2008). Doprinos škole građenju partnerstva sa roditeljima. Zbornik Instituta za pedagoška istraživanja, 39(2), 347-366.
Pont, B., Nushe, D., & Moorman, H. (2008). Improving School Leadership: policy and practice. Paris: OECD .
Pravilnik o standardima kompetencija direktora ustanova obrazovanja i vaspitanja. (2013). „Službeni glasnik Republike Srbije”, br. 38/2013.
Printy, S., Marks, H., & Bowers, A. (2009). Integrated leadership: How principals and teachers share transformational and instructional influences. Journal of School Leadership, 19, 504-532.
Rigby, J. G. (2014). Three logics of instructional leadership. Educational Administration Quarterly, 50(4), 610-644.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing.
Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626-663.
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445-459.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.
Strategija razvoja obrazovanja u Srbiji do 2020. godine, „Službeni glasnik Republike Srbije” br. 107/2012.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
Terek, E., Glušac, D., Nikolic, M., Tasic, I., & Gligorovic, B. (2015). The Impact of Leadership on the Communication Satisfaction of Primary School Teachers in Serbia. Educational Sciences: Theory and Practice, 15(1), 73-84.
Urick, A., & Bowers, A. J. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96-134.
Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38.
Vican, D., Relja, R., & Popović, T. (2016). Liderska uloga ravnatelja u obrazovanju. U N. Alfirević, J. Barušić, J. Pavičić, & R. Relja, Školska učinkovitost i obrazovni menadžment: ususret smernicama istraživanja i javne politike u jugoističnoj Evropi (pp. 89-108). Zagreb: Denona.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
Yukl, G. (2008). Rukovođenje u organizacijama. Jastrebarsko: Naklada Slap.
Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2013). School leaders matter. Education Next, 13(1), 1-8.
Bush, T. (2008). From management to leadership: semantic or meaningful change? Educational Management Administration & Leadership, 36(2), 271-288.
Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2-3), 101-113.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders longitudinal evidence from observations of principals. Educational Researcher, 42, 433-444.
Gumus, S., & Akcaoglu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy. Educational Management Administration & Leadership, 41(3), 289-302.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, 49(1), 31-45.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110.
Harris, A. (2013). Distributed Leadership Friend or Foe? Educational Management Administration & Leadership, 41(5), 545-554.
Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337-347.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Jogulu, U. D. (2010). Culturally-linked leadership styles. Leadership & Organization Development Journal, 31(8), 705-719.
Josanov-Vrgovic, I., & Pavlovic, N. (2014). Relationship between the school principal leadership style and teacher's job satisfaction in Serbia. Montenegrin Journal of Economics, 10(1), 43-57.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School effectiveness and School Improvement, 17(2), 201-227.
Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671-706.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership a meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the correlates. Bloomington, IN: Solution Tree Press.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670.
Ninković, S. R., & Knežević Florić, O. Č. (2016). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 1-16. doi:1741143216665842
Northouse, P. (2008). Liderstvo: teorija i praksa. Beograd: DATA STATUS.
Peko, A., Mlinarević, V., & Gajger, V. (2009). Učinkovitost vođenja u osnovnim školama. Odgojne znanosti, 11(2), 67-84.
Polovina, N. (2008). Doprinos škole građenju partnerstva sa roditeljima. Zbornik Instituta za pedagoška istraživanja, 39(2), 347-366.
Pont, B., Nushe, D., & Moorman, H. (2008). Improving School Leadership: policy and practice. Paris: OECD .
Pravilnik o standardima kompetencija direktora ustanova obrazovanja i vaspitanja. (2013). „Službeni glasnik Republike Srbije”, br. 38/2013.
Printy, S., Marks, H., & Bowers, A. (2009). Integrated leadership: How principals and teachers share transformational and instructional influences. Journal of School Leadership, 19, 504-532.
Rigby, J. G. (2014). Three logics of instructional leadership. Educational Administration Quarterly, 50(4), 610-644.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing.
Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626-663.
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445-459.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.
Strategija razvoja obrazovanja u Srbiji do 2020. godine, „Službeni glasnik Republike Srbije” br. 107/2012.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
Terek, E., Glušac, D., Nikolic, M., Tasic, I., & Gligorovic, B. (2015). The Impact of Leadership on the Communication Satisfaction of Primary School Teachers in Serbia. Educational Sciences: Theory and Practice, 15(1), 73-84.
Urick, A., & Bowers, A. J. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96-134.
Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38.
Vican, D., Relja, R., & Popović, T. (2016). Liderska uloga ravnatelja u obrazovanju. U N. Alfirević, J. Barušić, J. Pavičić, & R. Relja, Školska učinkovitost i obrazovni menadžment: ususret smernicama istraživanja i javne politike u jugoističnoj Evropi (pp. 89-108). Zagreb: Denona.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
Yukl, G. (2008). Rukovođenje u organizacijama. Jastrebarsko: Naklada Slap.