Přepnout na evidenci publikací, které mě citují.
SEDLÁČEK, Martin. První učitel. K roli ředitele školy v pedagogickém vedení. Online. 1., elektronické vyd. Brno: Masarykova univerzita, 2020, 181 s. ISBN 978-80-210-9719-3. Dostupné z: https://dx.doi.org/10.5817/CZ.MUNI.M210-9719-2020.
Bibliografie
Akanbi, P. A. & Itiola, K. A. (2013). Exploring the relationship between job satisfaction and organizational commitment among health workers in Ekiti State, Nigeria. Journal of Business and Management Sciences. 1(2), 18-22.
Al-Khalifa, E. (1992). Management by Halves: Woman teachers and school management. In: Bennett, N., Crawford, M. & Riches, C. (Eds.) Managing Change in Education: Individual and Organizational Perspectives (pp.95-106). London: Paul Chapman Publishing.
Arlestic, H., Day, C. & Johansson, O. (Eds.) (2016). A Decade of Research on School Principals: Cases from 24 Countries. Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-23027-6
Andrews, R. L. & Soder, R. (1987). Principal leadership and student achievement. Educational Leadership. 44(6), 9-11.
Ball, S. J. (2001). The teachers' soul and the terrors of performativity. London: Institute of Education, University of London.
Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
Bandura, A. (1986). Social foundations of thoughts and actions: A social cognitive theory. NJ: Prentice-Hall.
Bedrnová, E. & Nový, I. a kol. (1998). Psychologie a sociologie řízení. Praha: Management Press.
Begley, P. (2003). In pursuit of authentic school leadership practices. In: P. Begley, O. Johansson. The ethical dimensions of school leadership (s. 1-12). London: Kluwer Academic. https://doi.org/10.1007/0-306-48203-7_1
Bennis, W. & Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper & Row.
Bergman, M. M. (2009). Advances in mixed methods research. Thousand Oaks: Sage Publications. https://doi.org/10.4135/9780857024329
Blase, J. & Blase, J. (2000). Effective instructional leadership: Teachers' perspective on how principals promote teaching and learning in school. Journal of Educational Administration. 38(2), 130-141. https://doi.org/10.1108/09578230010320082
Blase, J. & Blase, J. (2001). Empowering teachers: What successful principals do (2nd ed). Thousand Oaks, CA: Corwin.
Bossert, S., Dwyer, D., Rowan, B. & Lee, G. (1982). The instructional management role of the principal. Educational Administration Quarterly. 18(3), 34-64. https://doi.org/10.1177/0013161X82018003004
Boylett, I. & Finlay, D. (1996). Corporate governance and the school headteacher. Public Money and Management. 16(3/4), 31-38. https://doi.org/10.1080/09540969609387918
Bredeson, P. (2003). Designs for Learning: A New Architecture for Professional Development in Schools. Thousand Oaks: Corwin Press.
Bruggencate, G., Luyten, H., Scheerens, J. & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Educational Administration Quarterly. 48(4), 699-732. https://doi.org/10.1177/0013161X11436272
Cacková, R. (2003). Spolupráce školy s rodiči na venkovské škole. Diplomová práce. Brno: Masarykova univerzita.
Coleman et al. (1996). Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office.
Coleman, M. & Earley, P. (2005). Leadership and Management in Education. Cultures, Change and Context. Oxford: Oxford University Press.
Connolly, M. & James, C. (2006). Collaboration for school improvement: A resource dependency and institutional framework of analysis. Educational Management Administration and Leadership. 34(1), 69-87. https://doi.org/10.1177/1741143206059540
Cooley, V. E. & Shen, J. (2000). Factors influencing applying for urban principalship. Education and Urban Society. 32(4), 443-454. https://doi.org/10.1177/0013124500324002
Creemers, B. P.M. (1994). The effective classroom. London: Cassell.
Černý, K. (2011). První a druhý stupeň optikou ředitelů ZŠ. In E. Walterová a kol. Dva světy základní školy? Úskalí přechodu z 1. na 2. stupeň (251-268). Praha: Karolinum.
Day, C. & Leithwood, K. (Eds.). (2007). Successful principal leadership in times of change: An international perspective. Dordrecht: Springer. https://doi.org/10.1007/1-4020-5516-1
Darboe, K. (2003). An empirical study of the social correlates of job satisfaction among plant science graduates of a Midwestern University. Lanham, MD: University Press of America.
Daresh, C. (2001). Beginning the Principalship. Thousand Oaks: Corwin Press.
Darmody, M. & Smyth, E. (2016). Primary school principals' job satisfaction and occupational stress. International Journal of Educational Management. 30(1), 115-128. https://doi.org/10.1108/IJEM-12-2014-0162
Dvořák, D. & Sedláček, M. (Eds.). (2011). Pedagogické vedení školy: Lidé v čele školy a učení žáků [Tematické číslo]. Orbis scholae, 5(3).
Dvořák, D., Starý, K., Urbánek, P., Chvál, M. & Walterová, E. (2010). Česká základní škola: Vícepřípadová studie vzdělávání. 1. vyd. Praha: Karolinum.
Dvořák, D. (2013). Nový institucionalismus v pedagogice. Studia Paedagogica, 17(2), 9-26. https://doi.org/10.5817/SP2012-2-2
Dvořák, D., Starý, K. & Urbánek, P. (2015) Škola v globální době. Praha: Karolinum.
Donnelly, J. H. jr., Gibson, J. L. & Ivancevich, J. M. (1997). Management. Praha: Grada.
Earley, P. & Weindling, D. (2004). Understanding school leadership. London: Sage.
Erben, M. (1998). Biography and Education: A Reader. London: Falmer Press.
Fahrenberg, J., Myrtek, M., Schumacher, J. & Brähler, E. (2001). Dotazník životní spokojenosti. Praha: Testcentrum.
Finnan, C. & Levin, H. M. (2000). Changing school cultures. In: H. Altrichter & J. Elliott. Images of educational change (s. 86-98). Buckingham: Open University Press.
Gamoran, A. & Mare, D. R. (1989). Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality? The American journal of Sociology, 94(5), 1146−1183. https://doi.org/10.1086/229114
Gold, A. (1998). Řízení současné školy. O práci učitelů na střední úrovni řízení. Žďár nad Sázavou: Fakta.
Goldring, E. B., Huff, J., May, H. & Camburn, E. (2008). School context and individual characteristics: what influences principal practice? Journal of Educational Administration. 46(3), 332-352. https://doi.org/10.1108/09578230810869275
Gray, J. (2000). Causing concern but improving: A review of schools' experience. London: Department for Education and Skills.
Grissom, J., Loeb, S. (2009). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. (Calder Working Paper No. 35. 2009). [online] [cit. 2011-04-20] Dostupné z http://eric.ed.gov/. https://doi.org/10.1037/e722132011-001
Haider, G. (2003). Die 5 Qualitaetsbereiche. [online] [cit. 2003-12-12] Dostupné z:
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education. 33(3), 329-351. https://doi.org/10.1080/0305764032000122005
Hallinger, P. & Heck, R. H. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research. 1980-1995. Educational Administration Quarterly. 32(1), 5-44. https://doi.org/10.1177/0013161X96032001002
Hallinger, P. & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement. 9(2), 157. https://doi.org/10.1080/0924345980090203
Hargreaves, A. & Fullan, M. G. (Eds.) (1992). Understanding Teacher Development. NY: Cassel.
Hart, A. (1993). Principal Succession: Establishing Leadership in Schools. NY: Suny Press.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge. https://doi.org/10.4324/9780203181522
Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. https://doi.org/10.4324/9780203887332
Hloušková, L. (2008). Proměna kultury školy v pedagogických diskurzech. Brno: Masarykova univerzita.
Hobson, A., Brown, E., Ashby, P., Keys, W., Sharp, C. & Bennefield, P. (2003). Issues of Early Headship - Problems and Support Strategies. Nottingham: NCSL
Horng, E. L., Klasik, D. & Loeb, S. (2010). Principal's Time Use and School Effectiveness. American Journal of Education. 116(4), 491-523. https://doi.org/10.1086/653625
Holubová, M. (2011). Přechod mezi stupni očima učitelů. In: E. Walterová a kol. Dva světy základní školy? Úskalí přechodu z 1. na 2. stupeň (232-250). Praha: Karolinum.
Horváthová, K. (2005). Klíma školy. Pedagogická orientace. 15(1), 37-45.
Houtveen, A. A. M., Van de Grift, W. J. C. M. & Brokamp, S. K. (2014). Fluent reading in special elementary education. School Effectiveness and School Improvement. 25(4), 555-569. https://doi.org/10.1080/09243453.2013.856798
Houtveen, A. A. M., Van de Grift, W. J. C. M. & Creemers, B. P. M. (2004). Effective school improvement in mathematics. School Effectiveness and School Improvement. 15(3-4), 337-376. https://doi.org/10.1080/09243450512331383242
Hoy, W. K. & Miskel, C. G. (2001). Educational administration: theory, research and practice. NY: McGraw Hill.
Howley, A. et al. (2005). The pain outweights the gain: why teachers don't want become principals. Teachers College Record. 107(4), 757-782.
Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling. 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Huber, S. G. & Hiltmann, M. (2010). Competence Profile School Management (CPSM) - an inventory for the self-assessment of school leadership. Educational Assessment, Evaluation and Accountability. 23(1), 68-88. https://doi.org/10.1007/s11092-010-9111-1
Chaplain, R. P. (2001). Stress and job satisfaction among primary headteachers. Educational Management and Administration. 29(2), 197-215. https://doi.org/10.1177/0263211X010292005
Illich, I. (1971). Deschooling society. New York: Harper & Row.
Ishimaru, A. (2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration Quarterly. 49(1), 3-51. https://doi.org/10.1177/0013161X12448250
Janík, T. (2013). Od reform kurikula k produktivní kultuře vyučování a učení. Pedagogická orientace. 23(5), 634-663. https://doi.org/10.5817/PedOr2013-5-634
Janoušek, J. (1992). Sociálně kognitivní teorie Alberta Bandury. Československá psychologie. 36(5), 385-398.
Jencks, C. (1972). Inequality: A reassessment of the effects of family and schooling in America. New York: Basic Books.
Judge, T. A., Thoresen, C. J., Bono, J. E. & Patton, G. T. (2001). The Job Satisfaction - Job Performance Relationship: A Qualitative and Quantitative Review. Psychological Bulletin. 127(3), 376-407. https://doi.org/10.1037/0033-2909.127.3.376
Kašparová, V., Boudová, S., Ševců, M. & Soukup, P. (2014). Národní zpráva šetření TALIS 2013. Praha: ČSI.
Kebza, V. & Šolcová, I. (2003). Well-being jako psychologický a zároveň mezioborově založený pojem. Československá psychologie. 47(4), 333-345.
Keller, J. & Tvrdý, L. (2008). Vzdělanostní společnost? Chrám, výtah a pojišťovna. Praha: Sociologické nakladatelství.
Kerckhoff, A. C. (1986). Effect of Ability Grouping in British Secondary Schools. Americal Sociological Review. 51(6), 842-858. https://doi.org/10.2307/2095371
Kline, R. B. (2005). Principles and practice of structural equation modelling (2nd ed.). New York: The Guilford Press.
Lazarová, B., Pol, M. & Sedláček, M. (2015). Souhrnná zpráva podrobně mapující pedagogické vedení ředitelů základních škol v ČR. Praha: ČŠI.
Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly. 30(4), 498-518. https://doi.org/10.1177/0013161X94030004006
Leithwood, K., Jantzi, D. & Steinbach, R. (1999). Changing Leadership for Changing Times. London: Open University Press.
Leithwood, K., Day, C., Sammons, P., Harris, A. & Hopkins, D. (2006). Successful school leadership: What it is and how it influences student learning (Research Report 800). London, UK: Department for Education.
Leithwood, K. & Levin, B. (2005). Assessing school leader and leadership programme effects on pupil learning. Toronto: Department for Education and Skills (DfES)
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. https://doi.org/10.1080/09243450600565829
Lhotková, I. (2011). Střední management v české základní škole. Orbis scholae. 5(3), 43-61. https://doi.org/10.14712/23363177.2018.77
Locke, E. A. (2002). The leaders as integrator: The case of Jack Welch at General Electric. In: L. L. Neider & C. Schriesheim (Eds.). Leadership (pp. 1-22). Greenwich, CT: Information Age Publishing.
Locke, E. A. (1976). The nature and causes of job satisfaction. In: M. D. Dunnette (Ed.). Handbook of industrial and organizational psychology (pp. 1293 - 1349). Chicago: Rand McNally.
Lopes, A. (2002). Constructing professional identities in portuguese primary school teachers. Identity. 2(3), 241-254. https://doi.org/10.1207/S1532706XID0203_04
Lukas, J. (2010). Vztahy mezi učiteli a řediteli škol na základních školách. Studia Paedagogica. 15(1), 127-145.
MacBeath, J. & Myers, K. (1999). Effective school leader: How to evaluate and improve your leadership potential. Glasgow: Pearson.
Macbeath, J. (2006). School Inspection & Self-Evaluation. London: Routledge. https://doi.org/10.4324/9780203967102
Mareš, J. & Křivohlavý, J. (1995). Komunikace ve škole. Brno: MU.
Marks, H. M. & Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly. 39(3), 370-397. https://doi.org/10.1177/0013161X03253412
Marzano, R. J., Waters, T. & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.
McKinsey & Company (2010). Klesající výsledky českého základního a středního školství: fakta a řešení. Praha: Autor.
McMahon, M. & Watson, M. (2007). An analytical framework for career research in the post-modern era. International Journal of Educational and Vocational Guidance. 7(7), 169-179. https://doi.org/10.1007/s10775-007-9126-4
Mercer, D. (1997). Job Satisfaction and the Secondary Headteacher: The Creation of a Model of Job Satisfaction. School Leadership & Management. 17(1), 57-67. https://doi.org/10.1080/13632439770168
Merton, R. (1963). Social Theory and Social Structure. New York: Free Press.
Miskel, C. (1982). An analysis of principal effects. Unpublished speech to the National Graduate Student Seminar in Educational Administration. Princeton, New Jersey, April.
Mortimore, P. et al. (1988). School matters: the junior years. Berkeley: University of California Press. https://doi.org/10.1525/9780520330375
Mulford, B. & Silins, H. (2011). Revised models and conceptualisation of successful school principalship for improved student outcomes. International Journal of Educational Management. 25(1), 61-82. https://doi.org/10.1108/09513541111100125
Murphy, J. & Hallinger, P. (1992). The principalship in an era of transformation. Journal of Educational Administration. 30(3), 77-88. https://doi.org/10.1108/09578239210014333
Muthén, L. K. & Muthén, B. O. (1998-2011). Mplus user's guide. Sixth edition. Los Angeles, CA: Muthén & Muthén.
Najvar, P. (2014). Filipika proti finanční gramotnosti aneb o dvou (ne)souvisejících jevech. Pedagogická Orientace. 24(5), 811-817. https://doi.org/10.5817/PedOr2014-5-811
Nakonečný, M. (1997). Motivace lidského chování. 1. vydání. Praha: Academia.
Nguni, S., Sleegers, P. & Denessen, E. (2006). Trans-formational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement. 17(2), 145-177. https://doi.org/10.1080/09243450600565746
OECD. (2008). Improving school leadership. Paris: OECD.
OECD (2013). Synergies for Better Learning: An international perspective on evaluation and assessment. Paris: OECD. https://doi.org/10.1787/9789264190658-en
O'Mahony, G. & Matthews, R. J. (2003). Learning the role: through the eyes of beginning principals. Příspěvek prezentovaný na American Educational Research Association Conference. Chicago, 21.-25. 4. 2003.
Özer, N. (2013). Investigation of the primary school principals'sense of self-efficacy and professional burnout. Middle-East Journal of Scientific Research. 15(5), 682-691.
Paulík, K. (1999). Psychologické aspekty pracovní spokojenosti učitelů. Ostrava: Ostravská univerzita, filozofická fakulta.
Paulík, K. (2012). Job satisfaction and stress among teachers. New Educational Review. 30(4), 138-149.
Paulík, K. (2017). Některé psychologické souvislosti hodnocení smyslu vlastní práce učiteli. Studia Paedagogica. 22(3), 9-24. https://doi.org/10.5817/SP2017-3-2
Palečková, J., Tomášek, V. & Basl, J. (2010). Hlavní zjištění výzkumu PISA 2009. Umíme ještě číst? Praha: ÚIV.
Pascal, Ch. & Ribbins, P. (1998). Understanding Primary Headteachers. London: Cassel.
Patton, W. (2008). Recent development in career theories: the influences of constructivism and Convergence. In: Athanasou, J. A. & Esbroeck, R. (Eds.). International Handbook of Career Guidance (pp.133-156). Sydney: Springer Science. https://doi.org/10.1007/978-1-4020-6230-8_7
Peterson, K. D. (1977). The principal's tasks. Administrator's Notebook. 26(8), 2-5.
Pol, M. et al. (2005). Kultura školy. Brno: Masarykova univerzita.
Pol, M. (2007). Škola v proměnách. Brno: Masarykova univerzita.
Pol, M., Hloušková, L., Novotný, P. & Sedláček, M. (2009). Profesní dráha ředitelů základních škol: od fáze profesní jistoty k novým výzvám. Studia Paedagogica, 14(1), 85-105.
Pol, M., Hloušková, L., Novotný, P. & Sedláček, M. (2010). Úvodní fáze profesní dráhy ředitelů základních škol. Studia Paedagogica. 15(1), 109-127.
Provazník, V. & Komárková, R. (1996). Motivace pracovního jednání. Praha: Fakulta podnikohospodářská, VŠE.
Putnam, R. D. (Ed.). (2002). Democracies in flux: The evolution of social capital in contemporary society. Oxford: Oxford University Press. https://doi.org/10.1093/0195150899.001.0001
Pounder, D. G., Ogawa, R. T. & Adams, E. A. (1995). Leadership as an organization-wide phenomena: Its impact on school performance. Educational Administration Quarterly. 31(4), 564-588. https://doi.org/10.1177/0013161X9503100404
Reeves, J. (2000). Tracking the links between pupil attainment and development planning. School Leadership and Management. 20(3), 315-332. https://doi.org/10.1080/13632430050128345
Reeves, J., Mahony, P. & Moos, L. (1997). Headship issues of career. Teacher Development. 1(1), 43-46. https://doi.org/10.1080/13664539700200007
Robinson, V. (2007). The impact of leadership on student outcomes: Making sense of the evidence. 2007 - The Leadership Challenge - Improving learning in schools. Dostupné z: http://research.acer.edu.au/research_conference_2007/5
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. https://doi.org/10.1177/0013161X08321509
Robinson, V., Hohepa, M. & Lyoyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Wellington, New Zealand: New Zealand Ministry of Education.
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review. 94(2), 247-52. https://doi.org/10.1257/0002828041302244
Roberts, B. (2002). Biographical Research. Buckingham: Open University Press.
Rooney, J. (2000). Survival skills for the new principal. Educational Leadership. 58(1), 77-78.
Sammons, P., Hillman, J. & Mortimore, P. (1995). Key Characteristics of Effective schools: A review of school effectiveness research. London: Office for Standards in Education [OFSTED].
Saari, L. & Judge, T. A. (2004). Employee attitudes and job satisfaction. Human Resource Management. 43(4), s. 395-407. https://doi.org/10.1002/hrm.20032
Sedláček, M. (2008). Řízení školy na vesnici: Případová studie. Studia Paedagogica. 13(1), 85-101.
Sedláček, M. (2007). Škola a její ředitel. Pohled na ředitelskou profesi očima případové studie. In: R. Švaříček & K. Šeďová (Eds.). Kvalitativní výzkum v pedagogických vědách (s. 287-312). Praha: Portál.
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. https://doi.org/10.1177/1741143213502192
Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. The Alberta Journal of Educational Research. 42(4), pp. 325-344.
Scheerens, J. & Bosker, R. J. (1997). The foundations of educational effectiveness. Oxford: Pergamon.
Scheerens, J., Luyten, J. W., Steen, R. & de Thouars, Y. C. H. (2007). Review and meta-analyses of school and teaching effectiveness. Enschede: Universiteit Twente, Afdeling Onderwijsorganisatie en -management.
Slavin, R. E. (1990). Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence synthesis. Review of Educational Research. 60(3), 471-499. https://doi.org/10.3102/00346543060003471
Sloane, P. J. & Williams, H. (2000). Job satisfaction comparison earnings, and gender. Labour. 14(3), 473-502. https://doi.org/10.1111/1467-9914.00142
Southworth, G. (1995). Reflections on mentoring for new school leaders. Journal of Educational Administration. 33(5), 17-28. https://doi.org/10.1108/09578239510098509
Sucháček, P. (2014). Spor o víceletá gymnázia: historický kontext a empirická data. Studia paedagogica. 19(3), 139-154. https://doi.org/10.5817/SP2014-3-8
Supovitz, J., Sirinides, P. & May, H. (2010). How principals and peers influence teaching and learning. Education Administration Quarterly. 46(1), 31-56. https://doi.org/10.1177/1094670509353043
Sousa-Poza A. & Sousa-Poza A. A. (2003). Genderd ifferencesi n job satisfactioni n Great Britain, 1991-2000: permanent or transitory? Applied Economics Letters. 10(11), 69I-694. https://doi.org/10.1080/1350485032000133264
Straková, J. (2010). Přidaná hodnota studia na víceletých gymnáziích ve světle dostupných datových zdrojů. Sociologický časopis / Czech Sociological Review. 46(2), 187−210. https://doi.org/10.13060/00380288.2010.46.2.01
Straková, J. & Greger, D. (2013). Faktory ovlivňující přechod žáků 5. ročníků na osmileté gymnázium. Orbis Scholae. 7(3), 73-85. https://doi.org/10.14712/23363177.2015.14
Strauss, A. & Corbin, J. (1999). Základy kvalitativního výzkumu: postupy a techniky metody zakotvené teorie. Boskovice: Albert.
Šeďová, K. (2007). Analýza kvalitativních dat. In: R. Švaříček & K. Šeďová (Eds.). Kvalitativní výzkum v pedagogických vědách. (s. 207-247). Praha: Portál.
Štech, S. (2013). Když je kurikulární reforma evidence-less. Pedagogická orientace. 23(5), 615-633. https://doi.org/10.5817/PedOr2013-5-615
Švaříček, M. (2007). Zkoumání konstrukce identity učitele. In: R. Švaříček & K. Šeďová (Eds.). Kvalitativní výzkum v pedagogických vědách. (s. 335-355). Praha: Portál.
Thomas, S. (2003). The impact of women in political leadership positions. In: S. Carroll (Ed.). Women and American Politics: New Questions, New Directions. (pp 89-109). NY: Oxford University Press. https://doi.org/10.1093/0198293488.003.0005
Thrupp, M. & Willmott, R. (2003). Educational Management in Managerialist times: Beyond the Textural Apologists. Buckingham: Open University Press.
Tomanová, M. (2003). Spolupráce s rodiči na venkovské škole. Diplomová práce. Brno: MU.
Tomášek, V. (Ed.). (2008). Výzkum TIMSS 2007. Obstojí čeští žáci v mezinárodní konkurenci? Praha: ÚIV.
Townsend, T., Fleisch, K., Caldwell, B., Cheby, Y. & Avalos, B. (Eds.). (2007). International handbook on school effectiveness and improvement. Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-5747-2
Trnková, K. (2004). Malotřídka a rodiče (případová studie). In: Rabušicová, M., Šeďová, K., Trnková, K. & Čiháček, V. Škola a /versus/ rodina. (s 140-155). Brno: MU.
Trojan, V. & Svobodová, Z. (2019). Subjektivní vnímání proměny role ředitele školy a obtížné prvky výkonu této profese v současné době. Pedagogická orientace. 29(2), 203-222.
https://doi.org/10.5817/PedOr2019-2-203
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
van de Grift, W. (1989). Self perceptions of educational leadership and mean pupil achievements. In: D. Reynolds, B. P. M. Creemers & T. Peters (Eds.). School effectiveness and improvement. (pp. 227-242). Cardiff/Groningen: School of Education/RION.
van de Grift, W. (1990). Educational leadership and academic achievement in elementary education. School Effectiveness and School Improvement. 1(1), 26-40. https://doi.org/10.1080/0924345900010104
van de Grift, W. J. C., Chun, S., Maulana, R., Lee, O. & Helms-Lorenz, M. (2017). Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement. 28(3), 337-349. https://doi.org/10.1080/09243453.2016.1263215
Veselý, A. (2013). Vzdělávací reforma v Ontariu: kritické shrnutí a inspirace pro vzdělávací politiku v ČR. Orbis scholae. 7(1), 11-28. https://doi.org/10.14712/23363177.2015.23
Vodáček, L. & Vodáčková, O. (1999). Management, teorie a praxe v informační společnosti. Praha: Management Press.
Waters, T., Marzano, R. J. & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on pupil achievement. A working paper. Aurora, CO: Mid-continent Research for Education and Learning.
Webb, R. & Vulliamy, G. (1996). The changing role of the primary headteacher. Educational Management and Administration. 24(3), 301-315. https://doi.org/10.1177/0263211X9602400307
Weindling, D. & Dimmock, C. (2006). Sitting in the "hot seat": new headteachers in the UK. Journal of Educational Administration. 44(4), 326 - 340. https://doi.org/10.1108/09578230610674949
Weiss, C. H. (1993). Shared decision-making about what? A comparison of schools with and without teacher participation. Teachers College Record. 95(1), 69-92.
Witziers, B., Bosker, R. J. & Krüger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administrative Quarterly. 39(3), 398-425. https://doi.org/10.1177/0013161X03253411
Wolcott, H. F. (1973). The Man in the Principal's Office. New York: Holt, Rinehart and Winston.
Yin, R. K. (2003). Case study research: design and methods. Thousand Oaks: SAGE Publications.
Zheng, H. Y. (1996). School context, principal characteristics and instructional leadership effectivness: a statistical analysis. Research report. The National center for Education Statistics. United States department of Education. Retrieved on December 16, 2016 from http://eric.ed.gov/?id=ED396408