Talent management (TM) has been researched and practiced by many researchers and practitioners for years. The theory itself is based on empirical findings. However, there is no clear and solid definition for it despite thousands of articles and books were published in the past century. Among them, there are not many related to TM in Chinese context, not to mention TM in the Chinese educational sector which we are quite interested in. The lack of literature and research in this specific field evoked curiosity from us. Therefore, a case study was conducted in Chinese middle schools with a focus on talented teacher management where those teachers are considered the talent which need to be managed. This study is based on qualitative approach with empirical data collected from four in-depth interviews. After analyzing the data, we got unexpected results. As a matter of fact, the schools have no knowledge about TM even though what they did to the teachers reflect some aspects of TM, or in other words, they are not aware of what they did is in fact part of TM. This empirical finding reflects how TM is found, developed and labeled. In the end, we concluded that TM is an area of fascination and inspiration. It comes from the practice without which it will not exist and develop, which is embodied in our case study. In this study, school leaders are not aware that they were in fact using some methods of TM. They just do not know how to label those methods.

The aim of this thesis is to identify forms and areas of support for teachers in the self-education originating from other selected organizations directly managed by MEYS, and evaluate usability of support for the professional development of elementary school teachers. The theoretical part of the thesis deals with self-education as an important process that participates in the professional development of teachers. It also deals with methods of education, sources of information and the possibilities of self-management of self-education from the perspective self-educated person as well as external subjects. In the practical part, the thesis focuses on quantitative survey research focusing on MEYS for supported development of teachers - by the National Institute for Education and the National Institute for Further Education. For the purpose of identifying the available forms and areas of support for teachers in self-education, especially the support of elementary school teachers, a content analysis of the institutions documents was performed. Based on this, it was found that the output of institutions' activities in recent years were published sources of information usable for self-education of teachers and the offer of educational opportunities. Institutions have also been identified as supporting...

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