Líderšip v edukácii – charakteristika kľúčových konceptov
Leadership in Education – Characteristics of the Key Concepts

Author(s): Eva Sollárová, Vladimír Poliach, Lucia Pašková, Zuzana Heinzová, Beata Žitniaková-Gurgová
Subject(s): Education, Psychology, Educational Psychology, Organizational Psychology
Published by: Masarykova univerzita nakladatelství
Keywords: school leadership; educational leadership; rapid review; framework analysis;
Summary/Abstract: Objectives. Education and development of “leaders in education” in the Slovak Republic is not sufficiently grounded, theoretically or empirically. Within these circumstances the APVV project no. 17-0557 ("Psychological approach to development, implementation and evaluation of the competence model of educational leaders´ development”) has an ambition to contribute. As a precondition of a theoretically grounded competence model, there is a need to understand and define key concepts of leadership as applied to the educational setting which is the aim of the paper. Method. The method of the Frame Analysis by Ritchie & Spencer (1994) using CAQDAS and multiple evaluations, was applied to selected representative international literature sources from the area of leadership in education dated 2002 to 2018. Results. The sources analyzed are of high thematic and methodological variance. Defining leadership in education can be categorized according to the key concepts of school, educational and teacher leadership, which is discussed together with related concepts identified as well as the psychological knowledge of leadership applied in the educational setting. Conclusions. Specifications of the key concepts in leadership in the education setting seems inspirational for further processing of the project, as well as areas or topics identified where psychological knowledge and research findings seem to be insufficiently applied. Limitations. Narrowing the focus on the North American context as other studies (eg European) will follow.

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