Spletna stran Psiholoških obzorij uporablja piškotke za namene avtentikacije uporabnikov po prijavi na spletno stran, morebitno stalno prijavo na željo uporabnika in za namen beleženja števila ogledov posameznih strani Psiholoških obzorij.
Ali se strinjate, da na vaš računalnik (brskalnik) naložimo piškotke za te namene? Svojo odločitev lahko kasneje tudi spremenite na strani Zasebnost.

Želim izvedeti več

Psihološka obzorja :: Horizons of Psychology

Znanstveno-strokovna psihološka revija Društva psihologov Slovenije

Indeksirana v:
Scopus
PsycINFO
Academic OneFile

Smo člani DOAJ in CrossRef

sien
VSEBINA ZA AVTORJE PREDSTAVITEV UREDNIŠTVO POVEZAVE

Iskalnik

Moj račun

Članki z največ ogledi

 

« Nazaj na Letnik 31 (2022)

flag Go to the article page in English / Pojdi na angleško stran članka


Preliminarne psihometrične značilnosti merskega pripomočka za prepoznavanje transformativnega vodenja v izobraževanju

Zuzana Heinzová in Jarmila Bindová

pdf Polno besedilo (pdf)  |  Ogledi: 42  |  flagNapisan v angleščini.  |  Objavljeno: 16. september 2022

pdf https://doi.org/10.20419/2022.31.557  |  Citati: CrossRef (0)

Povzetek: Spremembe šolskega prostora so proces, ki poteka po vsem svetu, tudi na Slovaškem. Ena od aktualnih tematik, ki so v zadnjem času povezane z omenjenimi procesi je konceptualizacija in merjenje vodenja v izobraževanju. Namen študije je bil preučiti preliminarne psihometrične značilnosti slovaške oblike Lestvice vodstvenih praks (LPI; Leadership Practices Inventory; Kouzes in Posner, 2012) ter Češkega vprašalnika vodenja (CLQ; Procházka idr., 2016) in slovaškim učiteljem ponuditi pripomoček, primeren za tamkajnšnje kulturno okolje. V članku predstavljamo rezultate validacije na Slovaškem. Vzorec so sestavljali učitelji iz različnih regij Slovaške. Preliminarno preverjanje psihometričnih značilnosti je vključevalo preverjanje zanesljivosti, konstrukne veljavnosti in notranje skladnosti. Rezultati kažejo, da sta oba pripomočka lahko uporabna za prepoznavanje transformativnega vodenja v izobraževanju. Omejitve študije vključujejo nestandardizirane pripomočke, specifičnost raziskovalnega vzorca ter postopka vzorčenja.

Ključne besede: vodje v izobraževanju, transformativno vodenje, veljavnost in zanesljivost vprašalnikov


Citiraj:
Heinzová, Z. in Bindová, J. (2022). The preliminary psychometric properties of measuring tools for identifying transformational leaders in education. Psihološka obzorja, 31, 493–500. https://doi.org/10.20419/2022.31.557


Seznam literature v članku


Aichová, G. (Ed.). (2000). Slovenské školstvo na križovatke tisícročí: Vývoj v rokoch 1989-1999 [Slovak education at the crossroads of the millennium: Development in the years 1989-1999] (1st ed.). Ústav informácií a prognóz školstva.

Aldhaheri, A. (2021). Do school leaders in the Emirate of Abu Dhabi predominantly practice a transformational, transactional, or laissez-faire style of leadership? International Journal of Organizational Analysis. Advance online publication. CrossRef

Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14(3), 261–295. CrossRef

Avolio, B. J., & Bass, B. M. (2004). Multifactor Leadership Questionnaire: Manual and sampler set (3rd ed.). Mind Garden.

Bagheri, R., Sohrabi, Z., Sohrabi, Z., & Moradi, E. (2015). Psychometric properties of the Persian version of the multifactor leadership questionnaire (MLQ). Medical journal of the Islamic Republic of Iran, 29(256).

Baránková, M. (2017). Transformačné líderstvo a emocionálna inteligencia u adolescentov v kontexte rolových rozdielov [Transformational leadership and emotional intelligence in adolescence in the context of role differences]. In I. Sobotková, D. Heller, & A. Slezáčková (Eds.), Psychologické dny 2016: Možnosti a hranice psychologie [Psychological Days 2016: Possibilities and limits of psychology] (pp. 23–45). Univerzita Palackého.

Bass, B. M. (1985). Leadership and performance beyond expectations. The Free Press.

Bass, B. M. (1995). Theory of transformational leadership redux. The Leadership Quarterly, 6(4), 463–478. CrossRef

Bass, B. M. (1997). Does the transactional-transformational leadership paradigm transcend organizational and national boundaries? American Psychologist, 52(2), 130–139. CrossRef

Bass, B. M., & Avolio, B. J. (Eds.). (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.

Bass, B. M., & Avolio, B. J. (2000). MLQ Multifactor Leadership Questionnaire. Mind Garden.

Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Prediction unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207–218. CrossRef

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Taylor & Francis Group. CrossRef

Burns, J. M. (1978). Leadership. Harper & Row.

Chen, H., & Baron, M. (2007). Psychometric properties of the Chinese Leadership Practices Inventory. International Journal of Nursing Education Scholarship, 4(1), Article 23. CrossRef

Ďuricová, L. (2020). Vodcovské zručnosti slovenských učiteľov - nositeľov zmeny [Leadership skills of Slovak teachers - Change leaders]. In I. Piterová, D. Fedáková, & J. Výrost (Eds.), Proceedings of the 19th International Conference Work and Organizational Psychology 2020 (pp. 118–128). Institute of Social Sciences, CSPS SAS. CrossRef

English, F. W. (Ed.) (2006). Encyclopedia of educational leadership and administration (vol. 2). SAGE Publications. CrossRef

Eyal, O., & Roth, G. (2011). Principals' leadership and teachers' motivation: Self-determination theory analysis. Journal of Educational Administration, 49(3). CrossRef

Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.

Head, M. L., Rushton, G. T., Edwards, A., & Jarrell, V. (2016). Tracking the growth of teacher leaders using the Multifactor Leadership Questionnaire (MLQ) and Teacher Self-Efficacy Instruments. NARST, National Association for Research in Science Teaching Annual International Conference, Baltimore.

Heinzová, Z., & Kaliská, L. (2020). Črtová emocionálna inteligencia a líderské formy správania sa manažérov v školách [Trait emotional intelligence and leadership behaviours of managers in schools]. In I. Piterová, D. Fedáková, & J. Výrost (Eds.), Proceedings of the 19th International Conference Work and Organizational Psychology 2020 (pp. 141–151). Institute of Social Sciences CSPS SAS. CrossRef

Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755–768. CrossRef

Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research (4th edition). Harcourt College Publishers.

Knab, D. (2009). A comparison of the leadership practices of principals of making middle grades work schools as measured by the Leadership Practices Inventory. Academic Leadership: The Online Journal, 7(3), Article 2. https://scholars.fhsu.edu/alj/vol7/iss2/2

Kouzes, J. M., & Posner, B. Z. (2012). The Leadership challenge: How to make extraordinary things happen in organizations (5th ed.). Wiley Brand.

Kouzes, J. M., & Posner, B. Z. (2016). Learning leadership: The five fundamentals of becoming an exemplary leader. Wiley. CrossRef

Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations. Wiley.

Miklovičová, J., & Valovič, J. (2019). Národná správa PISA 2018 [National report PISA 2018]. NUCEM.

Novák, M., Lehotský, M., & Sihelsky, B. (2014). Líderstvo v škole [School leadership]. MPC.Pašková, L. (2020). The relationship between locus of control and transformative leadership of a teacher. Zagadnienia Społeczne, 13(1), 85–96.

Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. CrossRef

Podsakoff, P. M., MacKenzie, S. B., Moorman, R., & Fetter, R. (1990). Transformational leader behaviours and their effects on followers' trust in leader, satisfaction, and organizational citizenship behaviours. The Leadership Quarterly, 1(2), 107–142. CrossRef

Posner, B. Z. (2016). Investigating the reliability and validity of the Leadership Practices Inventory. Administrative Sciences, 6(4), Article 17. CrossRef

Prochazka, J., Vaculik, M., & Smutný, P. (2016). Czech Leadership Questionnaire: The development of a Czech questionnaire of transformational leadership. In P. Jedlicka (Ed.), Hradec economic days 2016 (pp. 848–854). University of Hradec Králové.

Quin, J., Deris, A., Bischoff, G., & Johnson, J. T. (2015). Comparison of transformational leadership practices: Implications for school districts and principal preparation programs. Journal of Leadership Education, 14(3), 71–85. CrossRef

Robinson, V. M. J. (2007). School leadership and student outcomes: Identifying what works and why. Australian Council for Educational Leaders.

Sollárová, E., Poliach, V., Heinzová, Z., Pašková, L., & Žitniaková Gurgová, B. (2019). Kompetenčné modely líderšipu v edukačnom prostredí [Leadership competency models within the educational setting]. In J. Procházka, T. Kratochvíl, & M. Vaculík (Eds.), Psychologie práce a organizace 2019: Sborník příspěvků z 18. mezinárodní konference [Work and organizational psychology: Proceedings of the 18th International Conference] (pp. 225–234). MUNI Press.

Van Jaarsveld, L., Mentz, P. J. (K)., & Ellis, S. (2019). Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context: Results from a large-scale quantitative study. International Journal of Educational Management, 33(4), 604–613. CrossRef

Yavuz, M. (2010). Adaptation of the Leadership Practices Inventory (LPI) to Turkish. Eğitim ve Bilim, 35(158), 143–157.


« Nazaj na Letnik 31 (2022)