| Abstract [eng] |
The Master's thesis analyses the expression of distributed leadership in the context of the digitalisation of schools and the interrelationships between these aspects, in order to determine how distributed leadership is related to teachers' use of digital technologies in their work. The Master's thesis consists of three main parts: the first part analyses the academic literature on leadership and school digitalization, examines the concepts of distributed leadership and digitalization, discusses their implications, and highlights the main advantages and disadvantages of school digitalization. The second part of the thesis discusses the methodology of the Master's thesis research, provides a theoretical justification for it, describes the composition of the research instrument, the organisation of the research, the ethical aspects, the research population and the sample. The third part presents the results of the analysis of the data collected during the study, statistical analysis and interpretation of the results obtained, as well as a scientific discussion comparing the data obtained with the results of other authors' studies. The main question addressed in the study: what is the expression of distributed leadership in the context of the digitalization of schools and how these aspects are related? This question was answered by analysing the differences in the expression of distributed leadership and the use of digital technologies between four different schools and by conducting a correlation analysis of these phenomena. In order to better understand the relationship between distributed leadership and school digitalization, its relationship with the different dimensions of distributed leadership was analysed, as well as how the expression of distributed leadership in the context of school digitisation relates to teachers' attitudes towards their digital competences and to the frequency and quality of training focused on developing digital competences. The study did not find statistically significant differences between the four schools' levels of distributed leadership and the frequency of teachers' use of digital technologies. The results of the study showed that the age of teachers is a significant aspect in the context of digital technology use: younger teachers are more likely to use digital technology at work than older teachers. The study also found that the digitisation of schools is most affected by negative factors such as a lack of teacher time, funding and digital equipment. The main results of the study showed a statistically significant positive relationship between distributed leadership, all its dimensions, and the frequency of teachers' use of digital technologies in their work. The strongest correlations were found in the analysis of the frequency of teachers' use of digital technologies with the dimension of communication and collaboration in distributed leadership. Also, distributed leadership and all its dimensions were found to be significantly related to teachers' positive attitudes towards their digital competences and school-based training focused on improving digital technology skills. |
