Publication Activity of the University of Ostrava - Archive
Archive of publications issued by the University of Ostrava - you can search it or browse by the faculties.
The electronic version is available in the archive, provided that the licence terms of the published document permit this.
Recent Submissions
Emotional Intelligence and Leadership Styles in Education
(2021) Pellitteri, John
Emotional Intelligence (EI) was initially proposed as an organized theory by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was popularized in the general media by Goleman (1995). EI refers to a set of abilities for using emotional information in adaptive ways. This psychological construct is important and relevant to leadership since emotional factors play a role in personal well‑being, interpersonal relationships, motivation, workplace adjustment and learning processes. EI can be applied to educational leadership since the school leader must continually work with individuals and groups (i. e. school personnel such as teachers, teaching aids, school psychologists, counselors, other administrators as well as students and parents). Using emotions adaptively is critical for effective interpersonal relationships as well as for creating an emotional‑toned environment in the school context. Two models of EI are presented. The first model (Mayer & Salovey, 1997) is the ability‑model that considers four major emotion skill sets (perception, facilitation, understanding and managing). The second model (Goleman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion recognition & regulation) and application domains (toward self & others). There is some overlap between these models with regard to emotional perception (recognition) and regulation (managing). The Mayer’s and Salovey’s (1997) model is distinct for its abilities to use emotional concepts and the use of emotions to facilitate decision‑making and emotional planning. Goleman and colleagues’ (2002) model includes organizational and social intelligence features. Research on the relationship between EI and effective leadership will be reviewed. Generally, studies have found predictive correlations between EI and effective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker, 2009). A useful model proposed by Guillen & Florent‑Treacy (2011) divides leadership behaviors into two groups: Getting along (with others) and getting ahead (meeting organizational goals). Goleman’s (2011) six styles of EI leadership will be discussed as approaches to educational leadership with an examination of the strengths, limitations and emotional dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader‑determined standards); Visionary (creating inspirational purposes); Affiliative (leading through relationships); Participative (using democratic consensus building) and Coaching (helping individuals develop). These styles are further described in terms of the previously mentioned leadership categories of getting along or getting ahead. In addition, the styles are determined to be either dissonant or resonant with regard to the emotional tone they create in the organization. The necessity of advocating for EI in school contexts will be emphasized. The potential for various professionals (such as school psychologists and school counselors) to take on leadership functions as facilitators of emotional processes in the school settings will also be considered. Educational leaders (whether formally as administrators or functionally as school counselors and psychologists), can have a positive impact on school personnel and students as well as the larger school context through the application of EI capacities and through considering the emotional dynamics in leadership styles.
School Leadership in the Era of Neoliberalism
(2021) Wamba, Nathalis
A lot of ink has been spilled to create a consensus around the meaning of the concept of leadership. This is so because the concept of leadership currently dominates the language of organizations including schools. What instead happened is a deluge of assumptions including but not limited to the beliefs that; leadership is static; it can be taught objectively and effectively to a different group of people in various situations; it can be learned quickly and easily, and the context is a secondary or tertiary importance.
These assumptions gave birth to the leadership development industrial complex, an explosion of leadership training programs all over the world especially in the United States. This growing industry promises to create transformative and high performing leaders for a small fee. Despite this training explosion, it is the opinion of several scholars that leadership failure is almost everywhere. They wonder whether the leadership development industry has improved the human condition. The elephant in the room is the neoliberal context in which all the above is taking place. Neoliberalism is an ideology whose proponents advocate the deregulation of the economy, liberalization of trade and industry and the privatization of state‑owned enterprise. This ideology pushes individuals to see themselves as self‑interested actors rather than people working for the social good. The new managerialism becomes the dominant form of management in organizations whose focus is on productivity, efficiency, surveillance, and accountability.
Educational institutions are not immune to the new managerialism whose introduction deserves to be interrogated. Neoliberalism turns teachers and school principals into technicians rather than professionals. The influence of managerialism on education policies is efficiency in all matters which leaves no room for the pursuit of equity, excellence and ethics and social justice (Codd, 1993). What vision of education should prospective schools’ leaders develop while they are being forced to adopt a managerialist approach to the leadership of school? Should school leaders develop both the ability to resist and build coalitions with proponents of neoliberalism at all costs?
Neoliberalism has successfully coopted our education practitioners and students to turn them into docile minds and docile bodies to the service of the market. The question this phenomenon raises is whether faculty in education leadership preparation programs are preparing their candidates for a meaningful and purposeful life. Perhaps public education should focus on society reproduction, but individual values cannot be ignored. Unfortunately, the neoliberalism ideology and its proponents have taken it upon themselves to prioritize these values less. Hence the ideological struggle continues between proponents and opponents of the impact of neoliberalism in organizations but more specifically in schools.
Tvorba modelu kľúčových kompetencií lídra v edukácii
(2021) Sollarová, Eva
Líderstvo v edukácii sa stalo prioritnou témou vzdelávacej politiky na celom svete. Zahraničné prístupy ku koncipovaniu štandardov a požiadaviek na lídrov v edukačnom prostredí sú dobre rozpracované, inšpiratívne a relevantné pre podmienky potrieb v Slovenskej republike. Príspevok prezentuje proces tvorby modelu kompetencií lídra v edukácii ako koncepčný rámec pre definovanie líderských kompetencií riadiacich pracovníkov a učiteľov relevantných pre prostredie edukácie. Pri tvorbe modelu bol využitý metodologický postup vývoja kompetenčného modelu podľa Marrelliovej (Marrelli et al., 2005). Po zadefinovaní cieľov a analýze zahraničných a domácich štandardov, kompetenčných štandardov a výskumov efektívneho líderstva v edukačnom kontexte bol vytvorený Model kľúčových kompetencií pre riadiacich pracovníkov školy aj učiteľov, špecifikovaný v doménach a indikátoroch. Trojdimenzionálny model tvorí päť kľúčových kompetencií v rámci piatich domén zodpovedajúcich rolám lídra v edukácii a špecifikovaných na úrovni indikátorov. Takto dizajnovaný model poskytuje rámec pre koncipovanie vzdelávania a podporu rozvoja kľúčových kompetencií lídra v edukácii, ako aj rámec pre identifikáciu vzdelávacích potrieb účastníkov a tiež rámec pre vyhodnocovanie efektívnosti realizovaného vzdelávania.
Efektívnosť a kvalita implementácie školského programu prevencie užívania návykových látok v kontexte líderstva v škole
(2021) Orosová, Olga; Majdanová, Marcela
Kvalita školského a učiteľského líderšipu významne ovplyvňuje ochotu a schopnosť učiteľov implementovať nové školské programy. Skúmanie fidelity implementácie programov z pohľadu úrovne učiteľského líderšipu umožňuje porozumieť ne/ úspešnosti naplnenia cieľov programov. Cieľom štúdie bolo skúmať efekt európskeho programu univerzálnej prevencie užívania návykových látok Unplugged a kvality jeho implementácie na fajčenie, ktoré udávali školáci bezprostredne po implementácii programu. Školská randomizovaná, kontrolovaná štúdia programu bola realizovaná medzi 1420 školákmi. Výsledky preukázali konzumáciou alkoholu moderovaný efekt programu, efekt pretestu, expozície programu, senzitivity (vyhľadávanie nového) na pravdepodobnosť školákmi udávaného fajčenia. Hodnotenie efektívnosti programov prevencie realizovaných v školskej praxi z pohľadu fidelity, kvality implementácie programov a učiteľského líderšipu, precizuje nároky kladené na vedenia škôl v oblasti personálneho a organizačného zabezpečenia aktivít prevencie.
Osobnostné faktory budúceho lídra v edukácii
(2021) Kaliská, Lada
Transformačné líderstvo reaguje na potrebné zmeny v školách. Cieľom štúdie bolo poznať osobnostné premenné budúceho lídra v edukácií – študenta učiteľstva UMB v Banskej Bystrici (N = 205, 72 % žien, AMvek = 20,87). Osobnostné faktory z inventára NEO‑FFI (Ruisel & Halama, 2007), sebahodnotenie zo škály RŠS (Blatný & Osecká, 1994, ɑ = 0,67) a typy transformačného líderstva z Leadership Practices Inventory (LPI; Kouzes & Posner, 2012) sa analyzovali korelačnou a regresnou analýzou. Faktory osobnosti (extraverzia, otvorenosť, prívetivosť, svedomitosť) vstupovali do pozitívnych stredne silných až slabých vzťahov s typmi líderského správania. Neurotizmus vstupoval do 3 negatívnych slabých vzťahov (podpora aktivity, inšpirácia víziou, ukazovať smer). Sebahodnotenie nesúviselo s líderstvom. Na determinácii líderského správania sa podieľajú 2 faktory osobnosti (svedomitosť a otvorenosť) a predikujú 8 %–21 % celkovej variability rozptylu konkrétneho typu. Otvorenosť sa javí ako najsilnejší prediktor v signifikantnom pozitívnom slabom až stredne silnom vzťahu (.164 ≤ r ≤.386) s typmi správania pri kontrole ostatných faktorov osobnosti. Poznanie osobnostných predpokladov budúceho lídra umožní nastaviť ciele edukácie na rast líderských kompetencií.