Session Information
26 SES 11 C, Reform, Results and Inclusion
Paper Session
Contribution
Effective educational leadership makes a difference in improving learning and pupil engagement (Leithwood et al., 2004; Marzano et al., 2005; Waters et al., 2003). Leadership is second only to classroom instruction among all school-related factors contributing to student learning. Leadership influences on student achievement are mostly indirect, exerted through their impact on school staff, culture and organization. The total (direct and indirect) effects of leadership on student learning are estimated to account for about a quarter of total school effects (Halinger & Heck, 1996; Leithwood & Jantzi, 2000 in Leithwood et al., 2004).
In recent years the policymakers in Serbia have exhibited a heightened understanding of the importance of educational leadership for student outcomes. Government’s “Strategy for development of education in Serbia until 2020” calls for systematic preparation of principals and their continued professional development (Sluzbeni glasnik RS, 107/2012). In 2013, National Education Council adopted the Standards of competencies for principals of educational institutions (Sluzbeni glasnik RS, 38/2013). Nonetheless, systematic support for professional development of principals is yet to be conceptualized. Moreover, no research has been undertaken that could inform policymakers what particular competencies Serbian principals lack or need improved. Therefore, the first aim of this study – which stems from the European TEMPUS project “Master program in Educational Leadership” 543848-TEMPUS-1-2013-1-RS-JPCR – was to examine the gaps in skills and knowledge of Serbian principals in order to inform the appropriate creation of principals’ preparation and professional development programs. Secondly, we wanted to investigate principals’ and other school employees’ perceptions on whether there were additional, wider barriers to effective school leadership, so that they can be removed or ameliorated by policymakers.
In order to accomplish our first goal, we utilized two frameworks: 1) Serbian Standards of competencies and 2) integrated model of school leadership proposed by Leithwood and colleagues (2006).
The Standards of competencies are comprised of six domains: Management of educational processes in schools; Planning, organization and control of the institution; Monitoring and improvement of employees; Developing cooperation; Financial and administrative management; Ensuring the legality of the institution.
In regards to the integrated leadership, the prevalent belief today is that this approach offers comprehensive and focused view on leadership. Integrated leadership incorporates elements of instructional and transformational leadership, both of which seem to be necessary for good school outcomes (Marks & Printy, 2003). Integrated leadership consists of: (1) creation of the vision and setting of direction; (2) understanding and development of people; (3) redesign of the organisation, and (4) management of teaching and learning (Leithwood et al, 2006). Many educational systems have established standards of competencies and/or practices of school leaders that rely on the integrated model of educational leadership (e.g., Ontario, England).
Examination of indicators and practices described in the two frameworks revealed that they considerably overlap. Therefore, our instrument for identification of gaps in competencies of Serbian principals included items that can be traced to both Serbian Standards of competencies and the integrated model of educational leadership.
The second aim of our study relied on the notion that “street-level bureaucrats” or local implementers of the reforms play an important role in educational changes and should therefore be consulted and recognized when policies are planned (Lipsky, 1971; Datnow et al, 1998). In other words, perceptions of principals and other school employees about factors that hinder effective leadership in schools can uniquely inform policymakers about priorities and potential policy developments in educational leadership.
Considering the above, our research questions were:
1) In which areas of educational leadership are there gaps in skills and knowledge of Serbian school principals?
2) What are the wider obstacles to effective leadership in Serbian schools?
Method
Expected Outcomes
References
1. Datnow, A., Hubbard, L. & Mehan, H. (1998). Educational reform implementation: A co-constructed process. Center for Research on Education, Diversity and Excellence. 2. Halinger, P. & Heck, R.H. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44. 3. Leithwood, K., Day, C., Sammons, P., Harris, A. & Hopkins, D. (2006). Successful school leadership: What it is and how it influences pupil learning. London: DfES Research Report 800. 4. Leithwood, K., Louis, K.S., Anderson, S. & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Learning from Leadership Project. New York, NY: Wallace Foundation. 5. Lipsky, M. (1971). Street level bureaucracy and the analysis of urban reform. Urban Affairs Quarterly 6, 391–409. 6. Marks, H. M. & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. 7. Marzano, R.J., Waters, T. & Mcnulty, B.A. (2005). School leadership that works. From research to results. Alexandria, Virginia: Association for Supervision and Curriculum Development; Aurora, CO: Mid-continent Research for Education and Learning. 8. Pravilnik o standardima kompetencija direktora ustanova obrazovanja i vaspitanja. Službeni glasnik Republike Srbije, br. 38/2013. 9. Strategija obrazovanja u Srbiji do 2020. Službeni glasnik Republike Srbije, br. 107/2012. 10. Waters, T., Marzano, R.J. & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora, CO: Mid-continent Research for Education and Learning.
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