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Cross-cultural perspectives on pedagogical leadership in schools providing compulsory education
Údaje o názvu Cross-cultural perspectives on pedagogical leadership in schools providing compulsory education [rukopis] / Danping Peng Další variantní názvy Transkulturání perspektivy pedagogického vedení ve školách poskytujících povinné základní vzdělávání Osobní jméno Peng, Danping (autor diplomové práce nebo disertace) Překl.náz Cross-cultural perspectives on pedagogical leadership in schools providing compulsory education Vyd.údaje 2017 Fyz.popis 140p.(42802characters),22p.app : grafy, tab. + Appendix A Interview guides Appendix B Open coding process Appendix C Questionnaire Poznámka Ved. práce Jana Poláchová Vašťatková Dal.odpovědnost Poláchová Vašťatková, Jana, 1978- (školitel) Dal.odpovědnost Univerzita Palackého. Katedra pedagogiky s celoškolskou působností (udelovatel akademické hodnosti) Klíč.slova pedagogical leadership * headteacher * teacher * compulsory education * professional development * pedagogical leadership * headteacher * teacher * compulsory education * professional development Forma, žánr disertace dissertations MDT (043.3) Země vyd. Česko Jazyk dok. ukrajinština Druh dok. PUBLIKAČNÍ ČINNOST Titul Ph.D. Studijní program Doktorský Studijní program Education Studijní obor Education kniha
Kvalifikační práce Staženo Velikost datum zpřístupnění 00224663-726651069.pdf 37 2.4 MB 10.07.2017 Posudek Typ posudku 00224663-opon-755614106.pdf Posudek oponenta Průběh obhajoby datum zadání datum odevzdání datum obhajoby přidělená hodnocení typ hodnocení 00224663-prubeh-347596263.pdf 28.08.2015 10.07.2017 21.08.2017 S 2
Headteachers' overall responsibilities for the school, its staff, its pupils and quality of the school education have been rediscovered and broadened in recent years. The quality of education in school lies in the hands of headteacher but widened responsibilities leave them little time for focusing on pedagogical leadership tasks. Thus, a study of the development of pedagogical leadership in Czech schools providing compulsory education seems of current interest. The main aims of this study are exploring the concepts of pedagogical leadership, its dimensions from different perspectives, and the factors influencing it in educational practice. The researcher adopted a qualitative paradigm, and collected data through semi-structured interview and written interview. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the development of pedagogical leadership. Based on the data collected, the researcher summarized the current situation of pedagogical leadership in selected Czech schools, and outlined the characteristics of pedagogical leadership from different perspectives. The dimensions of pedagogical leadership, the characteristics of the good actors in pedagogical leadership and the challenges faced by the development of pedagogical leadership were elaborated. Having illustrated the current situation of pedagogical leadership in selected schools. Barriers and facilitators which were found in the two coding paradigms of PL have been summarized. The barriers included: (1) financial limitation of school, (2) conflicts between various roles, (3) low social recognition of teacher's profession, (4) massive administrative work, (4) teacher retention and recruitment. The facilitators comprised: (1) appreciation of the teaching profession, (2) supportive management team, (3) supports from family, (4) supportive pedagogical leader. In the final part, recommendations have been proposed, including: (1) to offer training for different stages of school leaders, (2) to improve the diversity of implementation of pedagogical leadership.Headteachers' overall responsibilities for the school, its staff, its pupils and quality of the school education have been rediscovered and broadened in recent years. The quality of education in school lies in the hands of headteacher but widened responsibilities leave them little time for focusing on pedagogical leadership tasks. Thus, a study of the development of pedagogical leadership in Czech schools providing compulsory education seems of current interest. The main aims of this study are exploring the concepts of pedagogical leadership, its dimensions from different perspectives, and the factors influencing it in educational practice. The researcher adopted a qualitative paradigm, and collected data through semi-structured interview and written interview. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the development of pedagogical leadership. Based on the data collected, the researcher summarized the current situation of pedagogical leadership in selected Czech schools, and outlined the characteristics of pedagogical leadership from different perspectives. The dimensions of pedagogical leadership, the characteristics of the good actors in pedagogical leadership and the challenges faced by the development of pedagogical leadership were elaborated. Having illustrated the current situation of pedagogical leadership in selected schools. Barriers and facilitators which were found in the two coding paradigms of PL have been summarized. The barriers included: (1) financial limitation of school, (2) conflicts between various roles, (3) low social recognition of teacher's profession, (4) massive administrative work, (4) teacher retention and recruitment. The facilitators comprised: (1) appreciation of the teaching profession, (2) supportive management team, (3) supports from family, (4) supportive pedagogical leader. In the final part, recommendations have been proposed, including: (1) to offer training for different stages of school leaders, (2) to improve the diversity of implementation of pedagogical leadership.
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