In this thesis I deal with legal personality of nursery schools. I define the concept of legal personality, describe its influence on school management, present the extent of legal personality of Czech nursery schools in a historical comparison, and briefly also in an international comparison with other European countries. The topic of the thesis directly addresses the field of legal status of schools. In the theoretical section, I describe the current situation, explain relevant terms, and the needs preceding the necessity to establish the legal personality of schools. Furthermore, I present the history and legal terms of legal personality of schools in the time frame of the 1990s when all types of schools gradually gained their legal personality. In a separate chapter, I discuss management of the school as a legal entity. In the research section of the thesis, I show the present extent of legal personality of Czech public nursery schools. The aim of the thesis is to help create a comprehensive view of how legal personality affects school management and the authority of the headmaster as an executive of an organization with legal personality.

Globalizacijos proceso, mokyklos decentralizacijos, šalies švietimo integracijos į Europos Sąjungos švietimo erdvę, mokslo standartizacijos kontekste šiandien Lietuvos švietimo įstaigų vadovai - aukščiausios kvalifikacijos vadybos specialistai: kompetentingi, turintys reikiamų žinių ir įgūdžių, nuolat tobulinantys savo kvalifikaciją bei vadybinius gebėjimus, galintys daryti įtaką. Mokyklų vadovai šiandien turi spręsti įvairias problemas. Jie turi užtikrinti mokyklos veiklos efektyvumą. Norint pasiekti šį tikslą, mokyklų vadovai turi derinti savo profesinę kompetenciją su lyderių ir vadovų kompetencijomis. Daugelis mokyklos direktorių neturi pakankamai sėkmingam švietimo įstaigos valdymui būtinų įgūdžių, todėl jie privalo tobulinti turimus ir įgyti naujų. Darbo tikslas: ištirti bendrojo lavinimo mokyklų vadovų kompetencijų ugdymo procesą ir jo valdymą. Darbo objektas: bendrojo lavinimo mokyklos vadovų kompetencijų ugdymas. Darbo hipotezė: bendrojo lavinimo mokyklų vadovams sudarytos palankios sąlygos kompetencijų ugdymui. Darbo uždaviniai: 1) Remiantis moksline literatūra, apibrėžti kompetencijos sampratą ir ištirti mokyklos vadovo kompetencijos struktūrą; 2) Išryškinti būtinas sėkmingam vadovavimui kompetencijas ir išnagrinėti mokyklos vadovo kompetencijų vaidmenį mokyklos valdyme; 3) Išnagrinėti mokyklos vadovo kompetencijų ugdymo galimybes, išteklius ir formas bei aptarti problemas, su kuriomis susiduriama; 4) Išsiaiškinti mokyklos vadovų požiūrį į švietimo įstaigos... [toliau žr. visą tekstą] / Work for Master’s Diploma. Competencies development of secondary school headmaster. The headmasters of the school have to deal with various problems. They have to reinsure the effectiveness of the school’s activity. In order to achieve this aim, the managers of the schools have to combine their professional competencies with leaders’ and managers’ competencies. Many headmasters of the school have no management skills, therefore they are obliged to develop them. The purpose of this work is to investigate the secondary school principals' competency development process and its management. The object if this work is general school management competencies. The hypothesis of this work is: there are good conditions for schools headmasters to learn competencies. The main objectives of this work are: 1) to define the concept and structure of school managers‘ competence; 2) to define the core competencies of successful leadership and to analyze the role of competencies for school management; 3) to analyze the opportunities and forms of competencies and to discuss the main problems; 4) to analyze the schools’ headmasters’ opinion about competencies learning system; 5) to evaluate the approach of governors; 6) to make conclusions and recommendations. The research methods and contents. The work consists of three main parts. In the first part the management competencies are discussed, in the second part the competency developing system is analyzed and in the third part the schools’... [to full text]

Made available in DSpace on 2016-04-27T14:31:38Z (GMT). No. of bitstreams: 1 Camila Godoi da Silva.pdf: 2204203 bytes, checksum: f74d8922e341183e863d50a38e3ba978 (MD5) Previous issue date: 2015-09-17 / The aim of this study is to investigate the relationship between the different dimensions of School Management - practice, conception and knowledge of the School Headmaster - in the context of the municipal education system, in the city of Itapevi, in the state of São Paulo, Brazil. The research question of this study was defined as follows: What is the necessary knowledge for a municipal school headmaster to develop an effective practice, taking into consideration the different dimensions of school management? This thesis also aimed at (1) identifying the necessary knowledge for the practice of a school headmaster - his or her actions, significance, conceptions, motivations and implications regarding the dimensions of school management; (2) stimulating reflection amongst headmasters, thus contributing to a new perspective vis-à-vis their professional activity, and also, to future professional development programmes for them. In order to conduct the investigation and ensure that the objectives were achieved, this research drew on a qualitative survey, with a focus on bibliographical investigation, document analysis and field research. After the field research, a questionnaire was designed and distributed with a view to establish the profiles of the school and the headmaster, and thus, proceed with the selection of the research subjects municipal school headmasters from the city of Itapevi São Paulo with whom in-depth interviews were also carried out. Through a historical-documentary data collection in the municipality, it was possible to identify the legal attributes of the position. The development of the methodological procedures was based on the contributions of Chizzotti (2013), Laville e Dionne (1999), amongst others. The theoretical foundation of this research was supported by authors such as: Alonso (1983), Sander (2007), Paro (2010), Lück (2009, 2010), Apple e Beane (2001), Brito (1998, 2011 e 2014), Sacristán (1995), Freire (1986, 2005 e 2007), Masetto (2004), Lazzarin, besides Tardif (2014). Federal, State and Municipal Legislation related to the school headmaster position was also used as theoretical parameters in this study. There was also a National Management Reference Prize, from the Quality Programme, under the joint coordination of UNICEF, INEP, the Ministry of Education and the School s Development Plan, which also featured amongst the documents surveyed. The importance of the dimensions concerned to the practice of the school headmaster, which are: Pedagogical Management, Educational Results Management, Democratic and Participative Management, Administrative Management, People Management, School Climate and Culture, as well as the relevance of this study to future programmes of continuous professional development for them, are some of the conclusions of this investigation / O presente estudo propôs-se considerar a relação entre as dimensões da Gestão Escolar, da prática, das concepções e dos saberes do Diretor de Escola, no contexto da rede municipal de ensino em Itapevi, São Paulo. A questão norteadora desta investigação assim foi delimitada: Quais saberes são necessários para uma prática efetiva do diretor de escola pública municipal, considerando-se as diferentes dimensões da gestão escolar? Esta pesquisa objetivou identificar saberes necessários para a prática do diretor de escola, suas ações, seus significados, concepções, motivações e implicações em relação às dimensões da gestão escolar; proporcionar reflexões aos gestores, contribuindo para um novo olhar sobre a sua atuação, ao mesmo tempo, que contribuir para possíveis programas de formação de diretores de escola. Em busca de resposta à questão central e à consecução dos objetivos propostos, tomou-se por base a pesquisa qualitativa, com foco na investigação bibliográfica, análise documental e na pesquisa de campo. Após o mapeamento de campo foi construído e aplicado questionário com o intuito de caracterizar o perfil das escolas e dos gestores, para então, proceder à seleção dos sujeitos pesquisados - diretores de escolas Municipais da cidade de Itapevi-SP junto aos quais foram realizadas entrevistas de aprofundamento. Buscou-se identificar as atribuições legais do cargo, por meio de levantamento histórico - documental do município. O desenvolvimento da metodologia teve como fundamento as contribuições de Chizzotti (2013), Laville e Dionne (1999), entre outros. A sustentação teórica da pesquisa contou com o embasamento de autores como: Alonso (1983), Sander (2007), Paro (2010), Lück (2009, 2010), Apple e Beane (2001), Brito (1998, 2011 e 2014), Sacristán (1995), Freire (1986, 2005 e 2007), Masetto (2004), Lazzarin, além de Tardif (2014). Como parâmetros teóricos também figuraram as legislações pertinentes às esferas Federal, Estadual (São Paulo) e Municipal (Itapevi) que dispõem sobre o cargo de diretor de escola. Entre os documentos pesquisados destacou-se o Prêmio Nacional de Referência em Gestão, do Programa de Qualidade, sob coordenação conjunta da UNICEF, INEP e Ministério da Educação e do PDE Plano de Desenvolvimento da Escola. A importância das dimensões afetas às práticas do diretor de escola, quais sejam: Gestão Pedagógica, Gestão dos Resultados Educacionais, Gestão Democrática e Participativa, Gestão Administrativa, Gestão de Pessoas, Clima e Cultura Escolar, assim como, a pertinência deste estudo no âmbito dos programas de formação continuada de diretores de escola, configuraram-se como algumas das conclusões desta investigação

TITLE: Headmaster's influence at educational results of pupils AUTHOR: Hana Kindlová DEPARTMENT: School Management Centre SUPERVISOR: PhDr. Jan Voda, Ph.D. ABSTRACT: The topic of this thesis is to investigate the influence of the headmaster on pupils' educational results. The aim is to suggest and verify a model suitable for analyzing the influence of the headmaster on pupils' educational results. The basic research question is the following: "How can we analyze the relationship between pupils' educational results and various aspects of work of the headmaster?" The objective was achieved by the following manner. At first, they were defined by means of the educational results of pupils in the theoretical part and, based on the study of foreign resources, the fields of work of the headmasters that have an influence on pupils' educational results were listed. The influence of the headmaster on educational results of a selected research sample of pupils was examined, described and quantified in the research part by means of a survey (in the form of an interview), its analysis, synthesis and evaluation. Subsequently, the relationship between the quality of work of the headmaster and the educational results of pupils was defined and evaluated according to the results achieved in NIQES testing by pupils of the...

A thesis deals with still not very clear conception of the deputy headmaster of the primary school. It determines which competences are delegated to these workers , and whether the scope of their activities affects the size of the school and any number of deputy headmasters . The selected sample of primary schools in the Czech Republic were studied and then the current practice was described in the key areas of the school management. The present thesis has been completed using available literature a freely accessible Internet resources relating to the topic . Based on generally accepted legal norms and specific laws governing the area of education. A quantitative research was conducted in the form of both a sample survey and a questionnaire in the online environment. It was aimed at current concept of the deputy headmasters in primary schooling in the key areas of school management and identifying specific actions contained in the job description. Addressed respondents were the deputy headmasters of the school head . Their views on the possible definition of a legal base of this job and the number of students and graduates of the shool management were also examined. In the thesis there were analyzed and described the results of the survey. A general model consisting of partial competences...

A thesis deals with still not very clear conception of the deputy headmaster of the primary school. It determines which competences are delegated to these workers , and whether the scope of their activities affects the size of the school and any number of deputy headmasters . The selected sample of primary schools in the Czech Republic were studied and then the current practice was described in the key areas of the school management. The present thesis has been completed using available literature a freely accessible Internet resources relating to the topic . Based on generally accepted legal norms and specific laws governing the area of education. A quantitative research was conducted in the form of a questionnaire in the online environment . It was aimed at determining the scope of competences of the deputy headmasters in the key areas of school management and identifying specific actions contained in the job description . Addressed respondents were the deputy headmasters of the school head . Their views on the possible definition of a legal base of this job and the number of students and graduates of the shool management were also examined. In the thesis there were analyzed and described the results of the survey . A general model consisting of partial competences delegated to the deputy...

TITLE: Career of the Director of the School AUTHOR: Jaroslava Vatalová DEPARTMENT: Centre of School Management SUPERVISOR: PhDr. Václav Trojan, Ph.D. ABSTRACT: This thesis deals with the life path of a headmaster of a school. It is based on the legal requirements for the performance of the headmaster and his managerial role required for the management of the school, which he has to manage. It describes an initial period of headmaster's dutin and it solves an subsequent phases of business. It highlights the influence of the length of time in managing activities in shaping the attitudes and improving the quality of school management. It describes the facts that brings the ever-changing conditions in the educational legislativ for the exercise of the headmaster, which significantly affect its access to the profession and life perspective.

This final thesis deals with role of the headmaster in process of change and is divided into theoretical and research part. Theoretical part is about problematics of change management. It defines causes of change, its phases, process and how is the change managed and all connecting issues. Other chapters focus on change management in education, especially from headmaster's point of view. Conclusion of the theoretical part focuses on inclusive education change implementation. Goal of the research part is to find out, what kind of roles did headmaster's in Ústecký region held within the process of change due to inclusive education implementation. For the research itself, quantitative method was chosen with the questioning technique. Results showed for example that most of the headmasters doesn't feel change due to inclusive education implementation as required or well prepared. Most of the headmasters also feel, that they give enough space for their employees to participate in change management and they are willing to discuss their opinions on this change with them. Results also showed, that headmasters mostly took the manager's, executive's or all three roles at the same time (leader, manager and executive) during the change process. KEYWORDS change, change management, role of the school headmaster,...

The diploma thesis deals with the director's function in pre-primary education. The aim of the diplom thesis is to analyze and evaluate processes and management in the concept of preschool education, emphasizing the role of the headmaster of the kindergarten as the governing body responsible for the quality of educational processes. The preschool headmaster works closely with other pedagogical staff and deputy directors whose functions are also mentioned, here. The pedagogical staff are indispensable in the educational process of the school. The concept of pre-primary education is characterized in the theoretical part by its legislation. It focuses on the work activities of pedagogical staff - teachers, deputy director and director. It introduces the functions of the kindergarten, represents individual activities in kindergarten mode and mentions the obligatory documentation, which is necessary for the functioning of preschool organization. It explains the management within the studied field and describes the individual management processes and functions. The practical part is based primarily on the questionnaire survey and secondly on the conducted interviews with the directors of the public kindergartens in Prague 4. The results of the questionnaires analyze the defined areas within the framework...

Esta investigação tem como objetivo repensar o papel do diretor escolar na formação em serviço, tendo como referência a análise de práticas bem sucedidas de formação contínua, desenvolvidas por duas diretoras da Secretaria Municipal de Educação de São Bernardo do Campo, SP, em escolas de periferia. Trata-se de uma pesquisa empírica, com abordagem qualitativa, realizada a partir de entrevistas semi-estruturadas, tendo como referencial teórico a produção de Libâneo (2002), Pimenta (2002) e Rios (1997), que consideram o professor um intelectual crítico e reflexivo. A pesquisa analisa como as diretoras investigadas assumem a incumbência de formadoras de professores frente à proposta da Secretaria. Para isso, apresento a influência da cultura escolar na formação dos educadores e algumas reflexões sobre as ações formativas da Secretaria e suas repercussões na atuação das diretoras, bem como as especificidades da escola de periferia nesse processo, apresentando, ainda, algumas estratégias de formação realizadas pelas diretoras pesquisadas. Finalizo refletindo acerca das possibilidades de atuação do diretor na formação em serviço, tendo a escola como locus privilegiado para essa formação, e concluo que uma escola reflexiva não é apenas fruto de professores reflexivos, mas de um coletivo reflexivo e de políticas públicas adequadas, em que o diretor pode ser mediador do processo formativo, desde que assuma o papel de co-responsável pela organização do trabalho pedagógico de formação e adote uma postura crítico-reflexiva sobre sua própria atuação, sendo, portanto, o articulador do projeto político pedagógico. / This investigation has an object to rethink the role of the headmaster school in the vocational training, having as reference of analyses of practice well succeded of continuous formation, developed for two directors of São Bernardo do Campo Municipal Secretary of Education, SP, in suburb school. It´s about empirical research, with qualitative approach carried from half structure having as theoretical referencial Libâneo (2002), Pimenta (2002) and Rios (1997)s production, that consider the professor an intellectual critic and reflexive. The research analyses as investigate directors take the incumbency of teachers forming front to proposal of the Secretary, that´s why, I present the influence of the scholar culture on the educator´s formations and some reflexions about formatives actions of Secretary and their repercussions on the directors performance, as well as suburbs specific school in process, presenting, yet, some formation strategies carried by researcher directors. At the end I reflex about the possibilities of directors´s performance formations in services, having the school as locus exceptional for this fomations, and I conclude that a reflexive school is not only result of reflexive teachers, but of collective reflexions and the adequate public politic, that the director can be intermediate of the formative process, since it´s assumed the role of co-responsible for the pedagogic work organizations of formation and adopt a critic-reflexive posture about actuation itself, being, thus, the articulator of the educational politic project.