@article {931,
	title = {SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP STYLE AND TEACHERS{\textquoteright} SUBJECTIVE WELL-BEING AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {40-50},
	abstract = {There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers{\textquoteright} wellbeing at the school - teachers{\textquoteright} burnout, job insecurity, teachers{\textquoteright} emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers{\textquoteright} job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals{\textquoteright} leadership style can be considered as a factor shaping the teachers{\textquoteright} wellbeing at school as well as their emotional attachment to the school as a workplace. },
	keywords = {burnout, Job insecurity, Organizational identification, Turnover Intentions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.40},
	url = {http://oaji.net/articles/2015/457-1423570521.pdf},
	author = {Mati   Heidmets and Kadi Liik}
}
@article {680,
	title = {CONTROL, FREEDOM AND TRUST: SEEKING FOR A HIGHER EDUCATION MODEL IN A POST-COMMUNIST COUNTRY},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {88-95},
	abstract = {Higher education in Estonia as in all post-communist countries has undergone rapid changes during the last 20 years. Soviet-type centralised model was replaced during the 1990s with liberal and sometimes even chaotic self-organisation of the whole sector. From the beginning of the new century, through the use of both financial mechanisms and quality control procedures state regulation has been strengthened. During last years the new paradigm of trust has been frequently discussed, and some first steps taken to introduce this approach, for example the replacement of control-centred curricula accreditation with quality evaluation and institutional accreditation, aimed at supporting the development of university{\textquoteright}s strategic management and quality culture.
 Analysis of the higher education paradigm change in the research is based on Hargreaves{\textquoteright}s Bigger, Tighter, Harder and Flatter model, which describes the large scale educational change taking place in the western world during recent decades. The article studies changes in the Estonian higher education sector and observes possible future developments originating from the EU and Estonian strategies.},
	keywords = {educational change, higher education, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.88},
	url = {http://oaji.net/articles/2014/457-1408532108.pdf},
	author = {Mati   Heidmets and Birgit Vilgats}
}
