The Thesis focuses on opinions and attitudes of Czech primary and secondary school's headteachers and brings information about their perception of needs in fields of administrative and pedagogic matters. For this purpose, it was carried out a survey among 1 908 respondents. Theoretical part of Thesis finds content of the concept "pedagogical management" on the normative basis which assumes that headteacher is - firs of all - pedagogical leader. In accordance with the theoretical basis, the survey findings and practical knowledge there are headteacher support scenarios in the last part of the Thesis. The scenarios provide inspiration for the considered district support body competence and call for solutions outreach the educational policy framework.

The current thesis deals with proces od adaptation of headmasters in its working position. In the theoretical part is focused on the presentation of the school as a system, the specifics of education system and its management, the actual work of heads of schools and the process of adaptation of headmasters. In the practical part I focused on the beginning of the headmasters career, and the process of adaptation of the headmasters on the professional role. I was looking for phenomena that are typical start headmaster career, how they affect the process of adaptation but also the rest of the headmaster career. To obtain the necessary data, I chose a qualitative research, namely the form of interviews that I conducted with ten directors of elementary schools in Praha and in Kraj Vysočina. Keywords: school, primary school headteacher, adaptation, interview

Research indicates that students perform better academically in schools with higher levels of trust than in schools with lower levels of trust. School leaders are primarily responsible for building cultures of trust but are often at a loss as to how to do so effectively. With the assumption that as perceptions of school leader trustworthiness improve, teachers will be more likely to place their trust in that school leader, this research seeks to clarify how Ugandan headteachers improve teachers' perceptions of headteacher trustworthiness. In particular, we examined how specific types of headteacher visibility related to teachers' perceptions of headteacher relational and competence trustworthiness. This qualitative research used grounded theory methodology to interpret and analyze the interview responses of 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings from this research suggest that teachers' perceptions of headteacher relational trustworthiness were strongly related to both the level of risk and formality of headteacher visibility. Additional findings suggest that perceptions of both headteacher relational and competence trustworthiness were influenced by differences in teacher and headteacher personal characteristics. The final finding indicates that certain types of headteacher visibility moderated the influence that teacher characteristics have on perceptions of trustworthiness. These findings can inform school leaders about how to more effectively improve teachers' perceptions of school leader trustworthiness. The grounded theory model presented will provide opportunities for further theory building and testing with respect to the relationship between school leader visibility and teachers' perceptions of school leader trustworthiness.

Scottish institutions within the educational networks, including Government, local authorities, and schools, are entangled in performative activities dedicated to improvements in student attainment. Secondary school performance in Scotland is measured nationally predominantly by the number and level of national qualifications achieved. The thesis makes the case that this attainment agenda places enormous pressures on Headteachers to ensure student outcomes are maximised and that the culture of performativity is a major factor in shaping the roles and practices of Headteachers. The study is based on four new secondary school Headteachers in a single Scottish local authority. It is through an examination of their work practices that the formation of subjectivities within a range of power relations and discursive regimes are explored. Performativity and accountability influence the role and actions of the Headteacher in many ways which are unanticipated. There is an ongoing power struggle engendered by the pressures and controls imposed on new Headteachers which modify and discipline their behaviours. In this thesis, a case study methodology is employed and the concepts of Michel Foucault are applied to provide an alternative means of understanding the practices of Headteachers. A Foucauldian approach also provides a different perspective on the problematic conceptualisation of school leadership. The aim of this study is to make a research-based contribution to our understanding of the complexities and competing priorities negotiated by new Headteachers. The research evidences the dominance of the attainment agenda on the lived lives of the new Headteachers. This study should enable the development of additional ways to assist with Headteacher preparation and the provision of improved support in the early years of Headship.

This diploma thesis is aimed primarily at the analysis and specification of the management specifics at schools with more grades in one class. Due to the proportionally lower number of those type of schools in the school system, these specifics have a general tendency to be neglected or at least only peripherally mentioned in literature, even though its management undoubtly differs from the one applied at fully organized primary schools. The theoretical part specifies the term school with more grades in one class and pursue to describe its specific features and particularities. A description of the general school management follows, aiming at its most important spheres. In this thesis, school management is being described primarily from the point of view of a headteacher. The research part of this thesis is realized through the method of questionnaire survey aimed at fully-organized schools headteachers and at schools with more grades in one class headteachers in Středočeský region, in order to discover their management specifics. This thesis is not framed as a qualitative comparison of those two school types. The specifies of fully-organized schools management are being elicited only as a default source of inrormation, from which the specifcs of school with more grades in one class management are...

The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom supervision; school culture building; and conflict management. Basically, school development planning was defined as a strategy that can be employed to improve the teaching and learning processes. This could be achieved by on-going staff development programmes that equip staff with new knowledge and new classroom teaching techniques. Details of strategies that could be used to achieve this were examined and discussed in this thesis. Two chapters of the literature review were made in this thesis. Chapter II (Part I) made a direct link between the literature review and the research questions on the main topic of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis of school development planning between Botswana (as the focal point) and the United Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion of this second chapter on the literature analysis was to add weight and to raise the analytical standard of the thesis. Closed responses and open-ended questionnaires were used to gather data. A total of 60 respondents comprising heads and teachers from 10 junior and five senior secondary schools participated in the investigation. Summaries of the findings from both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer. • Classroom supervision is essential because it provides the basis for staff development and subsequently improved teaching. • School development planning must be a staff co-operative effort leading to the formation of a sustainable school culture of working teams. • Conflict is always there in organizations, what is important , however, is for the administrator to manage it such that it benefits the organization. Basically, the empirical and theoretical components, supported each other on the majority of issues. The United Kingdom and Australia, being developed countries, do not experience the problems of funding, staffing, and other supportive resources to effectively implement school development planning to the extent of Botswana. / Educational Leadership and Management / D. Ed. (Educational Management)

Final thesis describes to what extent the current school practice puts attention to personality qualities of headteacher in area of leadership. The topic is based on the experience, knowledge and abilities that use the present headmasters of elementary schools in practice. The aim of the work and selected combined investigation using methods of "shadowing" of structured and unstructured interviews and a questionnaire survey was to describe the extent to which personal qualities headteacher of elementary schools appear in contemporary educational practice in area of leadership. In the theoretical part, the author focused on gathering information from a wide resource that can provide a wider range of these areas (psychology, leadership, self-management, self-esteem, etc.). These were mainly the vocational literature on leadership, human personality and competencies. An important contribution was a personal meeting and interview with Mr. Prof. PhDr. Z. Helusem, DrSc. (interview captured in the theoretical part), which anchored the personal qualities mentioned as one of the prerequisites for a successful life and being a human in personal and professional life. Combined investigation could confirm or refute the tendency to influence personality qualities for managers on performance in education, for...

This diploma thesis examines the use of the law as an instrument for the governance of the education system in the Czech Republic. It evaluates the impact some selected changes in legislation had on the education system during the period between 1990 and 2010. The topic of this paper is the law used as an instrument for implementing education policies in the Czech Republic, as well as monitoring of and evaluating objectives and reality. A section in the theoretical part is dedicated to defining and explaining the basic terms the author works with and uses throughout the text. The paper briefly analyses the development of changes within the school system in the course of the first twenty years that followed after the November overthrow in 1989. Key attempts to make changes in education and child-rearing are described, and the amendments to the Education Act or, if applicable, other legislation that impacted on the school system and education are examined. Not only does this paper summarize the key legislative reforms within the education process in the Czech Republic between 1990 and 2010, it also examines the education system from the curriculum documents' point of view - Primary School, General School and National School, the Framework Education Programme - as well as the school governance systems...

The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom supervision; school culture building; and conflict management. Basically, school development planning was defined as a strategy that can be employed to improve the teaching and learning processes. This could be achieved by on-going staff development programmes that equip staff with new knowledge and new classroom teaching techniques. Details of strategies that could be used to achieve this were examined and discussed in this thesis. Two chapters of the literature review were made in this thesis. Chapter II (Part I) made a direct link between the literature review and the research questions on the main topic of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis of school development planning between Botswana (as the focal point) and the United Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion of this second chapter on the literature analysis was to add weight and to raise the analytical standard of the thesis. Closed responses and open-ended questionnaires were used to gather data. A total of 60 respondents comprising heads and teachers from 10 junior and five senior secondary schools participated in the investigation. Summaries of the findings from both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer. • Classroom supervision is essential because it provides the basis for staff development and subsequently improved teaching. • School development planning must be a staff co-operative effort leading to the formation of a sustainable school culture of working teams. • Conflict is always there in organizations, what is important , however, is for the administrator to manage it such that it benefits the organization. Basically, the empirical and theoretical components, supported each other on the majority of issues. The United Kingdom and Australia, being developed countries, do not experience the problems of funding, staffing, and other supportive resources to effectively implement school development planning to the extent of Botswana. / Educational Leadership and Management / D. Ed. (Educational Management)

Syftet är att bidra med kunskap om rektors styrning och ledning när hen organiserar samarbetet mellan fritidshemmet och grundskolan. Frågor som ställs fokuserar hur frirum nyttjas och hur korstryck hanteras.  Tidigare studier visar att rektors styrning och ledning, liksom undervisningens kvalitet, behöver utvecklas. Samarbete mellan fritidshemmets och grundskolans personal sker i låg grad och kopplingen mellan lärtillfällen är svag. Denna kvalitativa studie använde Frirumsteorin som teoretisk utgångspunkt och analysverktyg. Teorin utgår från konflikten mellan formella och informella styrnings- och ledningsmekanismer. Empiriskt material inhämtades via observationer och frågeformulär. Analysen gjordes utifrån kriterierna för kontinuumet uniprofessionell – multiprofessionell inom den professionella sfären samt kontinuumet differentierad – integrerad inom den byråkratiska/administrativa sfären. Resultatet visar att frirummet begränsades av yttre händelser och ett beroende av externt stöd. Ett ökat korstryck uppstod. Kulturen i skolornas ledningsgrupper beskrivs som integrerad och mestadels multiprofessionell. Avseende Coronapandemins påverkan syns inslag av uniprofessionalism. En slutsats är att en helhetssyn är mer framgångsrik för att rektorer ska lyckas organisera för samarbete och kompletterande undervisning. Vid förändringar, torde en integrerad skolkultur präglad av multiprofessionalism vara mest gynnsam. Studien uppmärksammar styrnings- och ledningsperspektivet; rektors roll för måluppfyllelsen i fritidshemmet, samt prövar en kartläggningsmetod med tillhörande begreppsapparat, vilka är teoretiskt och vetenskapligt förankrade i Frirumsteorin. / The purpose of this thesis is to add knowledge about the headteacher´s governance and management when organizing the collaboration between Leisure-time Centre and compulsory school. Questions asked focused on how Scope for Action and conflicting pressure is met by headteachers. Previous studies show that the headteacher's governance and management, as well as the quality of teaching, need improvement. Collaboration between staff in Leisure-time Centre and the school takes place to a low degree and the connection between learning opportunities is weak. This qualitative study used the Scope for Action Theory as a theoretical starting point and analysis tool. The theory is based on the conflict between formal and informal mechanisms of governance and management. Data was gathered from observations and questionnaires. Analysis was made on basis of the criteria for the continuum uniprofessional - multiprofessional within the Professional Sphere and the continuum differentiated - integrated within the Bureaucratic/administrative sphere. The result shows that Scope for Action was limited by external events and an increase of dependence on external support. Conflicting pressure increased. The culture in the management groups is described as integrated and mostly multiprofessional. Regarding the influence of the Corona pandemic, elements of uniprofessionalism are shown. One conclusion is that a holistic approach is more successful for headteachers to succeed in organizing for collaboration and complementary teaching. In the face of change, an integrated culture characterized by multi-professionalism is likely to be most favorable. The study draws attention to the governance and management perspective; the headteacher's role for attainment of goals in Leisure-time Center as well as testing a mapping method with a conceptual framework, which is theoretically and scientifically anchored in the Scope for Action Theory.