Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573

American School Counselor Association. (2022). School counselor roles and ratios. https://bit.ly/46zXqGW

Atici, M. (2014). Examination of school counselors’ activities: From the perspectives of counselor efficacy and collaboration with school staff. Educational Sciences: Theory and Practice, 14(6), 2107–2120. https://bit.ly/3OfxEB0

Blake, M. K. (2020). Other duties as assigned: The ambiguous role of the high school counselor. Sociology of Education, 93(4), 315–330. https://doi.org/10.1177/0038040720932563

Carey, J. C., Harris, B., Lee, S. M., & Aluede, O. (Eds.). (2017). International handbook for policy research on school-based counseling. Springer. https://doi.org/10.1007/978-3-319-58179-8

De Corte, E. (2010). Historical developments in the understanding of learning. In H. Dumont, D. Istance & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 35–67). Educational Research and Innovation OECD Publishing. https://doi.org/10.1787/9789264086487-en

Dernowska, U. (2017). Teacher and student perceptions of school climate. Some conclusions from school culture and climate research. Journal of Modern Science, 32(1), 63–82. https://bit.ly/46xE6tX

Dolgan, K. (2012). Značilnosti vodenja v slovenskih osnovnih šolah [Leadership and management styles in Slovene elementary schools]. Studies in Adult Education and Learning/ Andragoška spoznanja, 18(1), 10–27. https://doi.org/10.4312/as.18.1.10-27

Duslak, M., & Geier, B. (2016). Communication factors as predictors of relationship quality: A national study of principals and school counselors. Professional School Counseling, 20(1), 115–126. https://doi.org/10.5330/1096-2409-20.1.115

Edwards, L., Grace, R., & King, G. (2014). Importance of an effective principal-counselor relationship. Alabama Journal of Educational Leadership, 1, 34–42.

Eurydice. (2007). School autonomy in Europe. Policies and measures. European Commission, Directorate-General for Education and Culture. https://bit.ly/46WiV4S

Field, L. (2019). Schools as learning organizations, Hollow rhetoric or attainable reality? International Journal of Educational Management, 33(5), 1106–1115. https://doi.org/10.1108/IJEM-05-2018-0165

Fullan, M., & Edwards, M. (2021). Spirit work and the science of collaboration. Corwin.

Fullan, M., & Hargreaves, A. (2000). Za kaj se je vredno boriti v vaši šoli [What is worth fighting for in your school]. National Education Institute Slovenia.

Greene, N., & Stewart, P. (2016). The school counselor and the principal: Keys to successful collaboration. The New Hampshire Journal of Education, 19. https://bit.ly/490TrEY

Gregorčič Mrvar, P., Jeznik, K., Kalin, J., Kroflič, R., Mažgon, J., Šarić, M., & Šteh, B. (2022). New perspectives on school counselling. Verlag Dr. Kovač.

Gregorčič Mrvar, P., Jeznik, K., Šarić, M., & Šteh, B. (2021). Soočanje svetovalnih delavk in delavcev v vzgojno-izobraževalnih ustanovah z epidemijo covida-19 [Counsellors’ coping with COVID-19 epidemics]. Journal of Contemporary Educational Studies/ Sodobna pedagogika, 72(138), 150-167. https://bit.ly/3tEesoY

Gregorčič Mrvar, P., Resman, M., Kalin, J., & Mažgon, J. (2019). Cooperation between head teachers and professional school counsellors in Slovenian schools. Management: Journal of Contemporary Management Issues, 24(Special Issue), 89–106. https://doi.org/10.30924/mjcmi.24.si.6

Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3/4), 327–336. https://doi.org/10.1108/JPCC-06-2020-0039

Harris, A. (2003). Distributed leadership in schools: Leading or misleading? Management in Education, 16(5), 10–13. https://doi.org/10.1177/089202060301600504

Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188. https://doi.org/10.1108/09578230810863253

Harris, A. (2020). COVID-19 – School leadership in crisis? Journal of Professional Capital and Community, 5(3/4), 321–326. https://doi.org/10.1108/JPCC-06-2020-0045

Harris, B. (2013). International school-based counselling: Scoping report. British Association for Counselling in Psychotherapy. https://bit.ly/3tzU20d

Kalin, J., Skubic Ermenc, K., & Mažgon, J. (2021). Izzivi vodenja šole v času izrednih razmer [The challenges of school leadership in emergency situations]. Journal of Contemporary Educational Studies/ Sodobna pedagogika, 72(138), 130–149. https://bit.ly/47djLub   

Kaminskienè, L., Tūtlys, V., Gedvilienè, G., & Chu, L. Y. (2021). Coping with the pandemic and the school lockdowns: The perspective of Lithuanian school principals. Journal of Contemporary Educational Studies/ Sodobna pedagogika, 72(138), 270–285. https://bit.ly/46C2N8C

Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions. A review. Journal of Pedagogy/ Zeitschrift für Pädagogik, 52(2), 220–237. https://bit.ly/3ZZpJMC

Kochan, I. (2021). Distance learning in Polish secondary schools: Students’ opinions during the COVID-19 pandemic. Journal of Contemporary Educational Studies/ Sodobna pedagogika, 72(138), 342–353. https://bit.ly/3M3OeSY

Korthagen, F.  (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.1211523

Kroflič, R. (2022). Izzivi skupnostnih pristopov k vzgoji in izobraževanju v času neoliberalnih politik in pandemije covida-19 [Challenges of community-based approaches to education in the era of neoliberal policies and the COVID-19 pandemic]. In P. Gregorčič Mrvar & J. Kalin (Eds.), Sodobni pogledi in izzivi v vzgojno-izobraževalnem in svetovalnem delu: Prispevki ob jubileju Metoda Resmana [Contemporary perspectives and challenges in education and counselling: Contributions on the occasion of Metod Resman's jubilee] (pp.53–65). Znanstvena založba Filozofske fakultete Univerze v Ljubljani [Ljubljana University Press, Faculty of Arts].  https://doi.org/10.4312/9789617128277

Lieberman, A. (2012). Learning about professional communities. In C. Day (Ed.), The Routledge international handbook of teacher and school development (pp.469–475). Routledge.

Makovec, D. (2018). The teacher's role and professional development. International Journal of Cognitive Research and Science, Engineering and Education, 6(2), 33–45. https://doi.org/10.5937/ijcrsee1802033M

Marentič Požarnik, B., Šarić, M., & Šteh, B. (2019). Izkustveno učenje [Experiental learning]. Znanstvena založba Filozofske fakultete Univerze v Ljubljani [Ljubljana University Press, Faculty of Arts].

McCarty, D., Wallin, P., & Boggan, M. (2014). Shared leadership model for 21st century schools: Principal and counselor collaborative leadership. National Forum of Educational Administration and Supervision Journal, 32(4), 1–9. https://bit.ly/46REvas

Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom manage­ment and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610. https://doi.org/10.1016/j.jsp.2013.05.005

Molina, C. E., Lemberger-Truelove, M. E., & Zieher, A. K. (2022). School counselor consultation effects on teachers’ mindfulness, stress, and relationships. Professional School Counseling, 26(1a), 1-9. https://doi.org/10.1177/2156759X221086749

National Education Institute Slovenia. (2008a). Programske smernice. Svetovalna služba v osnovni šoli [Programme guidelines. Counselling service in primary schools]. https://bit.ly/3UbJ10x  

National Education Institute Slovenia. (2008b). Programske smernice. Svetovalna služba v srednji šoli [Programme guidelines. Counselling service in secondary schools]. https://bit.ly/3Flssq7

Norton, M. S. (2008). Human resource administration for educational leaders. Sage. https://doi.org/10.4135/9781452274997

Organisation and Financing of Education Act, Pub. L. No. 411-10/23-1/1, 541-IX (2023). https://bit.ly/3FkMfWK

Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership. Volume 1: Policy and practice. OECD Publishing. https://bit.ly/45wnce4  

Popov, N., & Spasenović, V. (2018). Stručni saradnik u školi: Komparativni pregled za 12 zemalja [School counseling: A comparative study in 12 countries]. Bulgarian Comparative Education Society.

Reiner, S. M., Colbert, R. D., & Perusse, R. (2009). Teacher perception of the professional school counselor role: A national study. Professional School Counseling, 12(5), 324–332. https://www.jstor.org/stable/42732878

Resman, M. (2004). Ravnatelj, vodenje in šolski svetovalni delavec [Principal, leadership and school counsellor]. Vodenje v vzgoji in izobraževanju, 2, 7–22. 

Resman, M. (2018). Sodelovanje med ravnateljem in šolsko svetovalno službo – priložnost, ki je pedagog ne sme prezreti [Cooperation between the headteacher and school counsellors – an opportunity that a pedagogue should not overlook]. Šolsko svetovalno delo, 22(3), 28–41.

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181

Schleicher, A. (2015). Schools for 21st-century learners. Strong leaders, confident teachers, innovative approaches. International summit on the teaching profession. OECD Publishing. https://doi.org/10.1787/9789264231191-en

Scott, L. S., Mansaray, M., Barrow, J. C., Sawyer-Kurian, K. M., Wasik, S. Z., & Ghekier, E. (2020). Exploration of African-American counselor-in-training group core skills: Importance and confidence level. European Journal of Psychology and Educational Research, 3(2), 75-86 https://doi.org/10.12973/ejper.3.2.75

Shah, M. (2012). The importance and benefits of teacher collegiality in schools – a literature review. Procedia – Social and Behavioral Sciences, 46, 1242–1246. https://doi.org/10.1016/j.sbspro.2012.05.282

Sheridan, S. M., Napolitano, S. A., & Swearer, S. M. (2002). Best practices in school-community partnerships. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp.321–336). National Association of School Psychologists.

Sink, C. A. (2008). Elementary school counselors and teachers: Collaborators for higher student achievement. The Elementary School Journal, 108(5), 445–458. https://doi.org/10.1086/589473

Skubic Ermenc, K., Kalin, J., & Mažgon, J. (2021). How to run an empty school: The experience of Slovenian school heads during the COVID-19 Pandemic. SAGE Open, 11(3), 1–12. https://doi.org/10.1177/21582440211032154

Slijepčević, S. D., & Zuković, N. (2021). School counsellor-teacher collaboration in student counselling. The New Educational Review, 63(1), 237–247.

Staničić, S., & Resman, M. (2020). Pedagog u vrtiću, školi i domu [Pedagogue in kindergarten, school and home]. Znamen.

Statistical Office of the Republic of Slovenia. (2016). Persons employed in formal education, Slovenia, school year 2015/16. https://www.stat.si/StatWeb/en/news/Index/6940

Šteh, B., Kalin, J., & Mažgon, J. (2021). Partnership between teachers and school counsellors for quality learning and work in the community. International Journal of Cognitive Research in Science, Engineering and Education, 9(2), 147–159. https://doi.org/10.23947/2334-8496-2021-9-2-147-159

Šteh, B., Muršak, J., Mažgon, J., Kalin, J., & Gregorčič Mrvar, P. (2018). School-home-community: Inevitable connections. Peter Lang.

Stoll, L., & Kools, M. (2017). The school as a learning organisation: A review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2(1), 2–17. https://doi.org/10.1108/JPCC-09-2016-0022

Strear, M., Duffy, H., & Sunde, A. (2021, February 18). When schools go dark, school counselors shine: School counseling during a global pandemic. American Institutes for Research. https://bit.ly/3FoE63u

Talbert, J. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), Second international handbook of educational change (pp. 555–571). Springer. https://doi.org/10.1007/978-90-481-2660-6_32

Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessinro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907

Valenčič Zuljan, M., & Kalin, J. (2007). Učitelj – temeljni dejavnik v procesu inovi­ranja pedagoške prakse [Teacher – the main factor in the process of innovating pedagogic practice]. Journal of Contemporary Educational Studies/ Sodobna pedagogika, 58(2), 162–179. https://bit.ly/3Q0wh9k

Valenčič Zuljan, M., Vogrinc, J., Cotič, M., Fošnarič, S., & Peklaj, C. (2011). Sistemski vidiki izobraževanja pedagoških delavcev [Systemic aspects of teacher education]. Pedagoški inštitut [Educational Research Institute].

Villares, E., Starrett, A., & Limberg, D. (2022). Exploring school counseling during the first wave of COVID-19. Journal of Counseling and Development, 100(4), 386–398. https://doi.org/10.1002/jcad.12433

Welsh, R., Williams, S., Bryant, K., & Berry, J. (2021). Conceptualization and challenges: Examining district and school leadership and schools as learning organizations. The Learning Organization, 28(4), 367–382. https://doi.org/10.1108/TLO-05-2020-0093

Wingfield, R. J., Reese, R. F., & West-Olatunji, C. A. (2010). Counselors as leaders in schools. Florida Journal of Educational Administration and Policy, 4(1), 114–129. https://www.learntechlib.org/p/53140/