Principals’ Educational Leadership

Vican, Dijana; Relja, Renata; Popović, Toni

doi:10.1007/978-3-319-29880-1_6

Cited by 1 publication

(3 citation statements)

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“…When the macro-and mezzo-level conditions become more favourable, we should not expect the educational decentralization and professional development of school staff to develop without resistance. According to the research in the postsocialist countries of Southeast Europe, teachers are not interested in participating in school leadership and activities that are not determined by an employment contract (Terek et al, 2015;Nathanailli, 2015;Vican et al, 2016). Such passivity stems from an over-reliance on hierarchical structure and the pure implementation of ascribed tasks, which is the legacy of education in socialists' economies, where flexible workers were not needed.…”

Section: Discussion and Implications: Incentives Obstacles And Suggementioning

confidence: 99%

“…On the other hand, some studies show that even a part of principals do not communicate enough their decisions with other employees (Blažević, 2014). These are noticeable deficits for the development of participative leadership on which modern education institutions are based (Vican et al, 2016).…”

Section: Discussion and Implications: Incentives Obstacles And Suggementioning

confidence: 99%

“…At this moment, a new attempt is the ESF project School principal: profession and qualification, not function, which is headed by the University of Zadar. Within the project activities, the professional standards for principals, their qualifications and the postgraduate (specialist) study were developed (Vican et al, 2016). This project is a part of the broader efforts of the Croatian education system' modernization, introduced within the Strategy for Education, Science and Technology (2014).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of elements and process of school principals' professionalization in Croatia

Relja

Popović

Gutović

2019

Management (Split, Online)

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By combining the attributive-taxonomic and process approaches to the profession, resulting from different sociological traditions, the professional elements and the professionalization of school principals in Croatia are analysed. The research was conducted by survey method in 2017. The sample was convenient and included 73 principals who participated in the research activities of the Centre of Scientific Excellence for School Effectiveness and Management. Our results suggest that the job of school principals in Croatia cannot be considered a profession yet. There are no fundamental elements that differentiate the profession from an ordinary occupation. More specifically, there is a lack of expertise in the area of educational management and leadership (authority), cooperation with professional associations in defining the professional socialization (autonomy), as well as high social status (attractiveness) as a result of the state of previous elements. Given the contextual specificity, the discussion presents incentives, obstacles and recommendations for further professionalization of school principals in Croatia. The importance of professional education is emphasized, whose design and implementation should involve representatives of principals’ rofessional associations, as well as decentralization of education system so that theoretical expertise can be developed through the practice. As the trained practitioners focused on a benefit of the educational system stakeholders (altruism), the principals should set the conditions of the profession to make it more attractive for the best candidates.

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Section: Discussion and Implications: Incentives Obstacles And Suggementioning

confidence: 99%

Section: Discussion and Implications: Incentives Obstacles And Suggementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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