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<dc:title xml:lang="pl"><![CDATA[Alicanto czy simurg? O zmianie orientacji na innowacje i przywództwo w szkolnej codzienności = Alicanto or simurgh? On the re-orientation towards innovation and leadership in everyday school life]]></dc:title>
<dc:creator><![CDATA[Nowosad, Inetta]]></dc:creator>
<dc:subject xml:lang="pl"><![CDATA[kultura szkoły]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[przywództwo laissez-faire]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[przywództwo transakcyjne]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[przywództwo transformacyjne]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[rozwój szkoły]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[innovation]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[laissez-faire leadership]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[transactional leadership]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[transformational leadership]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[school development]]></dc:subject>
<dc:description xml:lang="pl"><![CDATA[The incorporation of Simurgh and Alicanto metaphors in the title is meant to draw attention to two opposite types of leadership and to refine the understanding of the approach to innovation that has been practiced at school. In the pursuit of such a specific objective, the author analyzed selected theoretical approaches and studies on effective models of leadership, i.e., models that ensure a sustainable development of the school community. The adoption of the organizational learning theory exposes the orientation towards change and school transformation towards improvement.]]></dc:description>
<dc:description xml:lang="pl"><![CDATA[From this perspective, the processes of introducing changes and their types in the school environment were eleborated through the prism of the category of leadership (models and types of leadership), resulting from the challenges faced by schools (education) and the need to use the school community`s potential for the benefit of improving student achievements. The processes are also linked to the induction of the striving to create an environment that fosters innovation at school, which is also supposed to lead to the growth of student achievements. As a result, leadership and practice of innovation can lead to the initiation and implementation of the process shaping a new model of school culture.]]></dc:description>
<dc:publisher><![CDATA[Zielona Góra: Lubuskie Towarzystwo Naukowe]]></dc:publisher>
<dc:publisher><![CDATA[Zielona Góra: Uniwersytet Zielonogórski, Wydział Pedagogiki, Psychologii i Socjologii]]></dc:publisher>
<dc:contributor><![CDATA[Farnicka, Marzanna - red.]]></dc:contributor>
<dc:date><![CDATA[2019]]></dc:date>
<dc:type xml:lang="pl"><![CDATA[artykuł]]></dc:type>
<dc:format xml:lang="pl"><![CDATA[application/pdf]]></dc:format>
<dc:identifier><![CDATA[http://www.zbc.uz.zgora.pl/repozytorium/Content/79574/RL_T45_16_Nowosad.pdf]]></dc:identifier>
<dc:identifier><![CDATA[https://zbc.uz.zgora.pl/repozytorium/dlibra/publication/89365/edition/79574/content]]></dc:identifier>
<dc:identifier><![CDATA[oai:zbc.uz.zgora.pl:79574]]></dc:identifier>
<dc:source xml:lang="pl"><![CDATA[Rocznik Lubuski, tom 45, część 1]]></dc:source>
<dc:language><![CDATA[pol]]></dc:language>
<dc:relation><![CDATA[oai:zbc.uz.zgora.pl:publication:89365]]></dc:relation>
<dc:rights xml:lang="pl"><![CDATA[Biblioteka Uniwersytetu Zielonogórskiego]]></dc:rights>
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