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Profesní dráha ředitelů základních škol: od fáze profesní jistoty k novým výzvám

100%
Pol M., Hloušková L., Novotný P., Sedláček M.
Studia paedagogica
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2010
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issue 1
85-105
EN
The text represents some of the results of a qualitative research aimed at the recognition of the life and professional careers of basic school headteachers. Attention is mainly focused on the presentation and interpretation of the advanced stages in headteachers’ careers. Following the previous explanatory study about the accession to the headteacher function and the stage of adaptation, the newly identified career stages are interpreted in relation to the developments in headteacher’s attitude to the execution of his/her function. This text brings empirically substantiated arguments explaining the direct relation between headteachers’ professional careers and school management and leadership.
2
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Working with data: both an opportunity and challenge for school leaders

100%
Lazarová B., Pol M., Poláchová Vašťatková J., Trojan V., Bouda T.
The New Educational Review
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2015
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vol. 40
81-93
EN
The article analyses the concept of data, presents various purposes of working with data in schools and deals with the readiness of people at school to work with data. In the final part the article summarizes selected results of a pilot survey carried out in Czech schools and abroad, focused on finding out how and with what data schools work, which attitudes school leaders adopt towards this activity, how those respondents evaluate their own readiness for work with data and which needs they express in this respect.
3
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Policy and practice on school principal recruitment and professional development in South Africa and Poland

86%
Madalińska-Michalak J., Heystek J.
Studia z Teorii Wychowania
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2023
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vol. XIV(3 (44))
151-168
EN
This paper aims to compare policy and practice on school principal recruitment and professional development in South Africa and Poland. Common challenges and different responses are discussed, focusing on the following: (i) the requirements to become a school principal; and (ii) preparation and professional development of school principals. The analysis is based on a review of the law in the field of education and accompanying executive regulations in South Africa and Poland and a literature review on school principal education. We focused on the link between school leadership and school principal education. A comparison of national policies on recruitment and education of school principals in these two countries revealed common challenges in the two contexts, which directed our attention to the following questions: (1) How can principals’ professional development be understood on a continuum of static to dynamic practice? (2) What is the influence of context on principals’ professional dilemma of being an isolated practice to allowing for contextual influence? (3) How is a balance struck between individual and collaborative professional development of principals to improve quality education for all learners? Lastly, conclusions – which are of relevance to policy, practice and further research on school principal recruitment and education – are drawn. This study underscores the professionalisation of school principal development.
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