Transformative teacher leadership experiences in schools in creating an innovative educational culture: The case of Lithuania

References

• Anderson, K. D. The nature of teacher leadership in schools as reciprocal influences between teacher leaders and principals. (2004). School Effectiveness and School Improvement, 15(1), 97–21. Google Scholar. https://doi.org/10.1076/sesi.15.1.97.27489
   Web of Science ®Google Scholar
• Australian professional standards for teachers. (2011). Australia: Education Council. Google Scholar https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
   Google Scholar
• Bakker, A. B., Hetland, J., Olsen, O. K., & Espevik, R. (2022). Daily transformational leadership: A source of inspiration for follower performance? European Management Journal. https://doi.org/10.1016/j.emj.2022.04.004
   Web of Science ®Google Scholar
• Bakonis, E. (2021). Svarbūs žingsniai didinant mokytojo profesijos prestižą. [Important steps towards raising the profile of the teaching profession]. Švietimo problemos analizė, 3(193), 1–12. Google Scholar. https://www.nsa.smm.lt/wp-content/uploads/2021/12/nr3-bmokytojo-profesijos-prestizas.pdf
   Google Scholar
• Barnett, K., & McCormick, J. (2004). Leadership and individual principal teacher relationships in schools. Educational Administration Quarterly, 40(3), 406–434. Google Scholar. https://doi.org/10.1177/0013161X03261742
   Web of Science ®Google Scholar
• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Google Scholar. Lawrence Erlbaum. https://doi.org/10.1080/10887150701451312
   Google Scholar
• Beduchaud, D. (2021). En Quête d’Ecole épisode 10: Faut-il supprimer les notes? Webradio Kadékol, IFÉ ENS de Lyon. http://ife.ens-lyon.fr/kadekol/en-quete-decole/faut-il-supprimer-les-notes
   Google Scholar
• Bendrojo ugdymo mokyklų veiklos kokybė. [Quality of general education school activities]. (2015). Annual report. National School Evaluation Agency. http://www.nmva.smm.lt/wp-content/uploads/2012/12/Metinis-prane%C5%A1imas-maketas-02.04.pdf [ Google Scholar]
   Google Scholar
• Bendrojo ugdymo mokyklų veiklos kokybė. [Quality of general education school activities]. (2018). Annual report. National School Evaluation Agency. http://www.nmva.smm.lt/wp-content/uploads/2019/04/Bendrojo-ugdymo-mokykl%C5%B3-veiklos-kokyb%C4%971.pdf [ Google Scholar]
   Google Scholar
• Bitinas, B., Rupšienė, L., & Žydžiūnaitė, V. (2008). Kokybinių tyrimų metodologija. [Qualitative research methodology]. 1-2 parts. Klaipeda: S. Jokuzis publishing-printing house. [Google Scholar]
   Google Scholar
• Brown, H. D. (2007). Principles of language learning and teaching. Pearson. [Google Scholar].
   Google Scholar
• Buil, I., Martínez, E., & Matute, J. (2019). Transformational leadership and employee performance: The role of identification, engagement and proactive personality. International Journal of Hospitality Management, 77, 64–75. Google Scholar https://doi.org/10.1016/J.IJHM.2018.06.014
   Web of Science ®Google Scholar
• Cheung, R., Reinhardt, T., Stone, E., & Little, J. W. Defining teacher leadership: A framework. (2018). Phi Delta Kappan, 100(3), 38–44. Google Scholar. https://doi.org/10.1177/0031721718808263
   Web of Science ®Google Scholar
• Claver, E., Llopis, L., Garcia, D., & Molina, H. (1998). Organisational culture for innovation and new technological behavior. Journal of High Technology Management Research, 9(1), 55–68. Google Scholar. https://doi.org/10.1016/1047-8310(88)90005-3
   Google Scholar
• Clerc, N., & Agogué, M. (2019 15). Un dispositif d’analyse de pratiques en formation universitaire de formateurs et ses effets sur leur professionnalisation. Revue de l’analyse de pratiques professionnelles pp. 60–77. http://www.analysedepratique.org/?p=3365
   Google Scholar
• Coste, D. Quelle(s) acquisition(s) dans quelle(s) classes(s) ?. (2002). Acquisition et interaction en langue étrangère, 16(16), 3–22. Google Scholar. https://doi.org/10.4000/aile.747
   Google Scholar
• Dėl Lietuvos mokslo ir inovacijų politikos kaitos gairių. [Regarding the guidelines for the change of Lithuanian science and innovation policy]. 2016. LR ŠMSM ĮSAK Nr. XII-2654. https://www.e-tar.lt/portal/lt/legalAct/37b98880861511e6b969d7ae07280e89
   Google Scholar
• Duan, X., Du, X., & Yu, K. School culture and school effectiveness: The mediating effect of teachers’ job satisfaction. (2018). International Journal of Learning, Teaching and Educational Research, 17(5), 15–25. Google Scholar. https://doi.org/10.26803/ijlter.17.5.2
   Google Scholar
• Education Support Professionals. Professional Growth Continuum. (2017). Washington: National education association, center for great public schools. Google Scholar https://www.nea.org/professional-excellence/professional-learning/teachers
   Google Scholar
• Étienne, R., & Fumat, Y. (2014). Comment analyser les pratiques éducatives pour se former et agir ? Bruxelles: De Boeck, coll. Perspectives en éducation et formation, 1–282. Google Scholar. https://doi.org/10.4000/rechercheformation.2347
   Google Scholar
• European Commission. (2013). Supporting teacher competence development for better learning outcomes. Education and Training. Google Scholar https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf
   Google Scholar
• European Commission/EACEA/Eurydice. (2019). Teaching Careers in Europe: Access, Progression and Support. https://op.europa.eu/en/publication-detail/-/publication/435e941e-1c3b-11e8-ac73-01aa75ed71a1/language-en [ Google Scholar]
   Google Scholar
• Fisher, C. (2017). Teacher Perceptions of Principals’ Transformational Leadership Practices on Morale. Northcentral University. ProQuest Dissertations Publishing. Google Scholar. https://www.proquest.com/openview/7ef7a893e8c3e0b6cdca819a294a10b6/1?pq-origsite=gscholar&cbl=18750
   Google Scholar
• Frost, D., & Durrant, J. Teacher leadership: Rationale, strategy and impact. (2003). School Leadership & Management, 23(2), 173–186. Google Scholar. https://doi.org/10.1080/1363243032000091940
   Google Scholar
• Fullan, M. (2019). Nuance: Why some leaders succeed and others fail Thousand Oaks, CA: Corwin. Nuance: Why some leaders succeed and others fail - Michael Fullan - google books. https://www.amazon.com/Nuance-Some-Leaders-Succeed-Others/dp/1544309929
   Google Scholar
• Fullan, M. Learning and the pandemic: What’s next?. (2020). Prospects, 49(1–2), 25–28. Google Scholar. https://link.springer.com/article/10.1007/s11125-020-09502-0
   PubMedGoogle Scholar
• Fullan, M., & Gallagher, M. J. (2020). The devil is in the details: System solutions for equity, excellence, and student well-being. Corwin. [Google Scholar].
   Google Scholar
• Fullan, M., & Quinn, J. (2020). How do disruptive innovators prepare today’s students to be tomorrow’s workforce?: Deep Learning: transforming systems to prepare tomorrow’s citizens. Inter-American Development Bank. [GoogleScholar]. https://doi.org/10.18235/0002959
   Google Scholar
• Fullan, M., Quinn, J., Drummy, M., & Gardner, M. (2020). Education reimagined: The future of learning. Microsoft-EducationReimagined-Paper.pdf(azureedge.net) [Google Scholar]
   Google Scholar
• Gajo, L. (2006). Types de savoirs dans l’enseignement bilingue: problématicité, opacité, densité. Education et sociétés plurilingues. [Types of knowledge in bilingual education: problematic, opacity, density. Education and Plurilingual Societies], 20(20), 75–87. https://liseo.france-education-international.fr/index.php?lvl=notice_display&id=33387
   Google Scholar
• Gajo, L., & Grobet, A. (2011). Saturation des savoirs et variété des enseignements bilingues (//Saturation of knowledge and variety of bilingual education). In A.-C. Berthaud, X. Gradoux, & G. Steffen (Ed.), Plurilinguismes et construction des savoirs (pp. 71–94pp. N. 30). Linguistics and Language Sciences Center, Notebooks ILSL. Google Scholar.
   Google Scholar
• Gajo, L., & Mondada, L. (2000). Interactions et acquisitions en contexte. Modes d’appropriation de compétences discursives plurilingues par de jeunes immigrés. [Interactions and acquisitions in context. Modes of appropriation of plurilingual discursive skills by young immigrants]. Google Scholar. University Publishing Friborg Switzerland.
   Google Scholar
• Gajo, L., & Serra, C. (2000). Acquisition des langues et des disciplines dans l’enseignement bilingue: l’exemple des mathématiques. Etudes de linguistique appliquée. [Acquisition of languages and subjects in bilingual education: the example of mathematics. Applied Linguistics Studies], 120 (120), 497–508. https://scholar.google.com/citations?view_op=view_citation&hl=th&user=E239tQ4AAAAJ&citation_for_view=E239tQ4AAAAJ:tuHXwOkdijsC
   Google Scholar
• Geros mokyklos koncepcija. [Good school concept]. (2015). Order of the minister of education and science. Vilnius:Lithuanian Ministry of Education and Science. No. V-1308 Google Scholar https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/46675970a82611e59010bea026bdb259?jfwid=4q7c4697f
   Google Scholar
• Gurr, D., & Drysdale, L. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539–551. https://doi.org/10.1108/09578230510625647
   Google Scholar
• Hargreaves, D. (2011). The challenge for the comprehensive school. culture, curriculum and community. Google Scholar. Routledge. https://doi.org/10.4324/9780203808245
   Google Scholar
• Hargreaves, A., & Fullan, M. (2019). Profesinis kapitalas: Ugdymo pertvarka kiekvienoje mokykloje. [Professional Capital: The Transformation of Education in Every School]. Eugrimas. [Google Scholar]
   Google Scholar
• Harris, A., Jones, M., & Hashim, N. (2021). System leaders and system leadership: Exploring the contemporary evidence base. School Leadership & Management, 41(4–5), 387–408. https://doi.org/10.1080/13632434.2021.1889492
   Web of Science ®Google Scholar
• Hesse-Biber, S. N. (2017). The practice of qualitative research: Engaging students in the research process (3 rd ed.). SAGE. [Google Scholar].
   Google Scholar
• Howell, J. M., & Avolio, B. J. (1992). The ethics of charismatic leadership: Submission or liberation? Academy of Management Executive, 6(2), 43–54. Google Scholar. https://doi.org/10.5465/ame.1992.4274395
   Google Scholar
• Hynes, R., & Mickahail, B. K. (2019). Leadership, culture and innovation in effective and creative leadership in diverse workforces. Google Scholar. Springer. https://doi.org/10.1007/978-3-030-02348-5
   Google Scholar
• Inoue, H., Liu, Y. -Y., & Antoniewski, C. Revealing the Intricate Effect of Collaboration on Innovation. (2015). Plos One, 10(3), e0121973. Google Scholar. https://doi.org/10.1371/journal.pone.0121973
   PubMed Web of Science ®Google Scholar
• Jamrog, J., Vickers, M., & Bear, D. (2006). Building and sustaining a culture that supports innovation. HR Human Resource Planning, 29(3), 9–19. Google Scholar. https://www.econbiz.de/Record/building-and-sustaining-a-culture-that-supports-innovation-jamrog-jay/10007300316
   Google Scholar
• Jiatong, W., Wang, Z., Alam, M., Murad, M., Gul, F., & Gill, S. A. (2022). The impact of transformational leadership on affective organizational commitment and job performance: the mediating role of employee engagement. Frontiers in Psychology, 13, 831060. Google Scholar https://doi.org/10.3389/fpsyg.2022.831060
   PubMedGoogle Scholar
• Johannesson, P. (2020). Development of professional learning communities through action research: Understanding professional learning in practice. Educational Action Research, 30(3), 1–16. https://doi.org/10.1080/09650792.2020.1854100
   Web of Science ®Google Scholar
• Jørgensen, M., & Phillips, L. (2002). Discourse analysis as theory and method. SAGE Publications, Google Scholar]. https://azargh.farhang.gov.ir/ershad_content/Media/image/2012/06/175374_orig.pdf.
   Google Scholar
• Joteikaitė, E. (2020). Mokytojų algos sostinėje: Daug tai ar mažai, galite įvertinti patys. [Teachers’ salaries in the capital: How much or how little, you can judge for yourself]. Delfi. https://www.delfi.lt/news/daily/lithuania/mokytoju-algos-sostineje-daug-tai-ar-mazai-galite-ivertinti-patys.d?id=85005749. [ Google Scholar]
   Google Scholar
• Kalkan, Ü., Aksal, F. A., Gazi, Z. A., Atasoy, R., & Dağlı, G. (2020, Jan-Mar). The relationship between school administrators’ leadership styles, school culture, and organizational image. SAGE Open, 101, Google Scholar: https://doi.org/10.1177/2158244020902081
   PubMed Web of Science ®Google Scholar
• Kardelis, K. (2005). Mokslinių tyrimų metodologija ir metodai [Research methodology and methods]. Lucilijus. [Google Scholar].
   Google Scholar
• Katzenmeyer, M., & Moller, G. (2001). Awakening the Sleeping Giant. Helping teachers develop as leaders. Corwin Press, Google Scholar. https://www.readpbn.com/pdf/Awakening-The-Sleeping-Giant-Helping-Teachers-Develop-As-Leaders-Sample-Pages.pdf.
   Google Scholar
• Kennedy, A. (2014). Understanding continuing professional development: The need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688–697. https://doi.org/10.1080/19415257.2014.955122
   Google Scholar
• Khan, M. A., Ismail, F. B., Hussain, A., & Alghazali, B. (2020 January). The interplay of leadership styles, innovative work behavior, organizational culture, and organizational citizenship behavior. SAGE Open, 10(1), 215824401989826. https://doi.org/10.1177/2158244019898264 Google Scholar
   Google Scholar
• Kuhnert, K. W. (1994). Transforming leadership: Developing people through delegation. In B. M. Bass & B. J. Avolio Eds., Improving organisational effectiveness through transformational leadership (pp. 10–25). Sage Publications, Inc. [Google Scholar].
   Google Scholar
• Kythreotis, A., Pashiardis, P., & Kyriakides, L. (2010). The influence of school leadership styles and culture on students’ achievement in Cyprus primary schools. Journal of Educational Administration, 48(2), 218–240. Google Scholar. https://doi.org/10.1108/09578231011027860
   Google Scholar
• Lai, E., & Cheung, D. Enacting teacher leadership: The role of teachers in bringing about change. (2014). Educational Management Administration & Leadership, 43(5), 673–692. Google Scholar. https://doi.org/10.1177/1741143214535742
   Web of Science ®Google Scholar
• Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255–256. Google Scholar.
   Google Scholar
• Leithwood, K., & Beatty, B. (2008). Leading with teacher emotions in mind. Corwin Press. [Google Scholar]
   Google Scholar
• Le, P. B., & Lei, H. How transformational leadership supports knowledge sharing: Evidence from Chinese manufacturing and service firms. (2017). Chinese Management Studies, 11(3), 479–497. Google Scholar. https://doi.org/10.1108/CMS-02-2017-0039/FULL/XML
   Web of Science ®Google Scholar
• Levasseur, L. (2012). L’école québécoise et la «culture scolaire»: Développement intégral de l’enfant, développement cognitif de l’élève et contextes éducatifs. [The Quebec school and “school culture”: Integral development of the child, cognitive development of the pupil and educational contexts]. Phronesis, 1(4), 71–83. Google Scholar. https://doi.org/10.7202/1013238ar
   Google Scholar
• Lithuania Country Note - TALIS 2018 Results. (2019). https://www.smm.lt/uploads/lawacts/docs/2170_4d2a5edf95aeee75f7da93953d5b6864.pdf [ Google Scholar]
   Google Scholar
• Dėl Švietimo ir ugdymo studijų krypčių grupės aprašo patvirtinimo. [Regarding the approval of the description of the group of study fields of education and training]. (2015). LR ŠMSM ĮSAK Nr. V-1262 redakcija. https://www.e-tar.lt/portal/lt/legalAct/5185b730a00011e58fd1fc0b9bba68a7
   Google Scholar
• Lucas, S. E., & Valentine, J. W. (2002). Transformational leadership: Principals, leadership team and school culture. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans. [Google Scholar]
   Google Scholar
• Mainaki, R., Kastolani, W., & Setiawan, L. (2018). School Culture and Ecology. IOP Conference Series: Earth and Environmental Science. Vol. 145, 1–10. https://doi.org/10.1088/1755-1315/145/1/012063 [ Google Scholar]
   Google Scholar
• Makrooni, G. Being a first-generation migrant family student in Finland: Perceptions and experiences of the Educational journey to higher education. (2019). Journal of Ethnic and Cultural Studies, 6(3), 157–170. Google Scholar. https://doi.org/10.29333/ejecs/293
   Google Scholar
• Maranda, M. -F., Viviers, S., & Deslauriers, J. -S. « L’école en souffrance » : recherche-action sur les situations de travail à risque pour la santé mentale en milieu scolaire. (2013). Nouvelle revue de psychosociologie, n° 15(1), 225–240. https://doi.org/10.3917/nrp.015.0225
   Google Scholar
• Martinez, M. E. (2010). Learning and Cognition: The design of the mind. Merrill. [Google Scholar].
   Google Scholar
• Mayring, P. (2019). Qualitative content analysis: demarcation, varieties, developments. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20(3), Google Scholar. https://doi.org/10.17169/fqs-20.3.3343.
   Google Scholar
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass. [Google Scholar].
   Google Scholar
• Mokytojų atestacijos nuostatai (//Teacher Attestation Regulations). (2007). Approved by order of the minister of education and science of the Republic of Lithuania no ISAK-1578 of 27 July 2007. [Google Scholar]. Vilnius: Ministry of Education and Science. 27 July. 2007.
   Google Scholar
• Mondada, L., & Pekarek Doehles, S. Interaction sociale et cognition située : quels modèles pour la recherche sur l’acquisition des langues ?. (2000). Acquisition et interaction en langue étrangère, 12(12), 149–176. Google Scholar. https://doi.org/10.4000/aile.947
   Google Scholar
• Morris, L. (2011). Permanent innovation. Proven Strategies and methods of successful innovators. innovation academy. [Google Scholar]
   Google Scholar
• Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961–972. Google Scholar. https://doi.org/10.1016/j.tate.2006.04.010
   Web of Science ®Google Scholar
• Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art – teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451
   Web of Science ®Google Scholar
• Nehez, J., & Blossing, U. Practices in different school cultures and principals’ improvement work. (2020). International Journal of Leadership in Education, 25(2), 17–19. Google Scholar. https://doi.org/10.1080/13603124.2020.1759828
   Google Scholar
• Northouse, P. G. (2009). Lyderystė. Teorija ir praktika [Leadership. Theory and practice]. Printing and informatics, Google Scholar. https://www.vdu.lt/cris/handle/20.500.12259/41521.
   Google Scholar
• OECD. (2016). Conceptual framework: Key competencies for 2030. Beijing. Google Scholar https://www.oecd.org/education/2030/E2030-CONCEPTUAL-FRAMEWORK-KEY-COMPETENCIES-FOR-2030.pdf
   Google Scholar
• OECD. (2019). Raising the attractiveness of a career in schools. Working and learning together: Rethinking human resource policies for schools OECD Publishingpp. 113–190. https://doi.org/10.1787/8ccea428-en Google Scholar
   Google Scholar
• OECD. (2020). TALIS 2018 Results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. Google Scholarhttps://doi.org/10.1787/19cf08df-en
   Google Scholar
• Pan-commonwealth standards framework for teachers and school leaders. (2016). London: Commonwealth Secretariat. https://www.saqa.org.za/sites/default/files/2019-11/Pan-Commonwealth%20Standards%20Framework%20for%20Teachers%20and%20School%20Leaders.pdf [ Google Scholar]
   Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methoods (3 rd ed.). SAGE. [Google Scholar].
   Google Scholar
• Pedagogų rengimo reglamentas. [Regulations on teacher education]. (2018). Lietuvos Respublikos Švietimo ir mokslo ministro įsakymas Nr. V-501. https://www.panrs.lt/wp-content/uploads/2020/05/ISAKYMONR.V54%C5%BEDEL1.pdf
   Google Scholar
• Pekarek Doehles, S. Approches interactionnistes de l’acquisition des langues étrangères: concepts, recherches, perspectives pour l’enseignant. [Interactionist approaches to foreign language acquisition: concepts, research, perspectives for the teacher]. (2000). Acquisition et interaction en langue étrangère, 12(12), 3–26. Google Scholar. https://doi.org/10.4000/aile.934
   Google Scholar
• Piotrowsky, M. J. (2016). The impact of leadership on school culture and student achievement. All Dissertations, 1623 Google Scholar https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=2624&context=all_dissertations
   Google Scholar
• Prokopchuk, J. (2016). Unpacking the impact of school culture: A principal’s role in creating and sustaining the culture of a school. SELU Research Review Journal, 1(2), 73–82. Google Scholar. https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-2-Prokopchuk.pdf
   Google Scholar
• Raby, C., Boegner-Pagé, S., Charron, A., Gagnon, B., & Bouchard, A. -P. (2013). Le Développement de la competence professionnelle des enseignants du préscolaire et du primaire à intégrer les TIC en classe: Impact d’une recherche-action. [The development of preschool and primary school teachers’ professional competence to integrate ICT in the classroom: Impact of an action research]. Formation et profession, 21(2), 19–33. https://doi.org/10.18162/fp.2013.2
   Google Scholar
• Rubens, A., Schoenfeld, G. A., Schaffer, B. S., & Leah, J. S. (2018). Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course. The International Journal of Management Education. Vol. 16/1, 1–13. https://isiarticles.com/bundles/Article/pre/pdf/83550.pdf [ Google Scholar] https://doi.org/10.1016/j.ijme.2017.11.001
   Web of Science ®Google Scholar
• Rupšienė, L., & Skarbalienė, A. (2010). The characteristics of teacher leadership. Tiltai, 4(53), 67–76. Google Scholar.
   Google Scholar
• Schein, E. H. (2010). Organisational culture and leadership. Jossey-Bass. [Google Scholar].
   Google Scholar
• Shaffer, B. (2008). Leadership and motivation. SuperVision, 69(2), 6–9. Google Scholar. https://www.researchgate.net/profile/Bryan-Schaffer-2/publication/292702086_Leadership_and_motivation/links/5c6969be4585156b5702eecb/Leadership-and-motivation.pdf
   Google Scholar
• Shayah, M. H., & Zehou, S. (2019). Organisational culture and innovation: A literature review. Advances in Social Science, Education and Humanities Research, Vol. 344, 465–472. [Google Scholar]. https://doi.org/10.2991/icecsd-19.2019.58
   Google Scholar
• Šiugždinienė, J. (2021). Sisteminiai sprendimai mokytojų stygiui spręsti bus priimti nedelsiant. [Systemic solutions to the teacher shortage will be adopted immediately] Education news. Google Scholar. National Education Agency. https://www.svietimonaujienos.lt/siugzdiniene-sisteminiai-sprendimai-mokytoju-stygiui-spresti-bus-priimti-nedelsiant/
   Google Scholar
• Solomon, M., & Setegni, M. (2018). THE contribution of school culture to students’ academic achievement: The case of secondary and preparatory schools of assosa zone, Benishangul Gumuz regional state, Ethiopia, Ethiopia Research in Pedagogy. 8, 190–203. https://www.ceeol.com/search/article-detail?id=733891 [ Google Scholar] 2 https://doi.org/10.17810/2015.83
   Google Scholar
• Survutaitė, D., Bacys, V., Balčiūnas, S., & other. (2015). Bendrojo ugdymo mokyklos veiklos kokybės įsivertinimo modelis ir rodiklių Sistema. [General education school activity quality self-assessment model and indicator system]. National School Evaluation Agency.http://www.nmva.smm.lt/wp-content/uploads/2015/08/rodikliai.pdf [ Google Scholar]
   Google Scholar
• Švietimo kokybę gerinantys modernios pamokos aspektai Lietuvos bendrojo ugdymo mokyklose. [Aspects of modern lessons that improve the quality of education in Lithuanian general education schools]Analysis. (2020). National School Evaluation Agency. http://www.nmva.smm.lt/wp-content/uploads/2020/06/%C5%A0vietimo-kokyb%C4%99-gerinantys-modernios-pamokos-aspektai-Lietuvos-bendrojo-ugdymo-mokyklose.pdf Google Scholar
   Google Scholar
• Tarybos išvados dėl veiksmingos lyderystės švietimo srityje. [Council conclusions on effective leadership in education]. (2014). Nr. 30/02. https://eur-lex.europa.eu/legal-content/LT/TXT/?uri=CELEX%3A52014XG0201%2801%29
   Google Scholar
• Theofilidis, C. (2012). School leadership and management: from bureaucracy to transformational leadership. Grigoris. [Google Scholar].
   Google Scholar
• TKCOM. (2018). Global teachers’ key competences framework. Google Scholar http://tkcom.eu/wp-content/uploads/2018/05/20180311_GTKC-english_Finalversion-with-appendix.pdf
   Google Scholar
• Turan, S., & Bektaş, F. (2013). The relationship between school culture and leadership practices. Eurasian Journal of Educational Research, 13, 155–168. https://files.eric.ed.gov/fulltext/EJ1060393.pdf
   Web of Science ®Google Scholar
• Visvizi, A., Lytras, M. D., & Daniela, L. (2019). The future of innovation and technology in education: Policies and practices for teaching and learning excellence. Emerald Publishing Limited. [Google Scholar].
   Google Scholar
• Vygotski, L. (1933/1997). Pensée et langage[thought and language]. The Dispute. [Google Scholar].
   Google Scholar
• Woofter, S. Book review: Building equity: Policies and practices to empower all learners. (2019). American Journal of Qualitative Research, 3(1), 136–139. Google Scholar. https://doi.org/10.29333/ajqr/5815
   Google Scholar
• Yang, C., Chen, Y., Zhao, X., & Hua, N. Transformational leadership, proactive personality and service performance: The mediating role of organizational embeddedness. (2020). International Journal of Contemporary Hospitality Management, 32(1), 267–287. Google Scholar. https://doi.org/10.1108/IJCHM-03-2019-0244/FULL/XML
   Web of Science ®Google Scholar
• Žydžiūnaitė, V., Bubnys, R., Mažuolytė, G., & Mikelskienė, L. (2009). Mokyklos aplinkos veiksniai, lemiantys socialinę ir psichologinę pedagogų sveikatą. [Factors of the school environment that determine the social and psychological health of teachers]. Google Scholar. Siauliai College Publishing Center.
   Google Scholar