Leadership Characteristics of Employees in School Systems in the Republic of Croatia and the Republic of Serbia / Liderske Karakteristike Zaposlenih U Školstvu Na Području Republike Hrvatske I Republike Srbije (original) (raw)
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Correlation of Leadership with Professional Characteristics of Principals in Serbian Schools
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In this study, authors analyze the practices and effectiveness of educational management and leadership, according to the selected psychological and sociological characteristics of school principals in Croatia and Bosnia & Herzegovina. The selected psychological traits have been already analyzed in the case of entrepreneurial orientation and proved to be relevant for differentiation of schools and principals, according to their inclination to entrepreneurship. In this paper, more comprehensive, analytic criteria are used to explore the effectiveness of educational management and leadership practices in the sample of Croatian and B&H principals. The objective of the study is to determine the significance of the psychological and sociological variables for the practice of school management and leadership, as well as to suggest potential implications for school leaders’ professional orientation and development.
PERSONALITY TRAITS OF SCHOOL PRINCIPALS IN SERBIA IN THE CONTEXT OF LEADERSHIP PREDISPOSITIONS
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The overview of leadership in education in Croatia is grounded on the analysis of its development level, insights into existing research and state of affairs, and indications of possible activities in this field of expertise. The analysis has proved the intensive field development: numerous studies have been conducted, a number of conceptual and operational documents have been created, and an expert framework for introducing positive changes into the field of expertise has been ensured. Except for the early 90s, education policy has been more declarative than really supporting change. Experts and professional associations of principals expect faster alignment with the solutions of other European countries. They emphasize the need for institutional education of principals prior to assuming the role, the definition of the competency standard, clear and measurable criteria for the principal’s election, greater security for those who have proved to be great school leaders, and a more ap...
Relationship Between The School Principal Leadership Style And Teachers Job Satisfaction In Serbia
Montenegrin Journal of Economics, 2014
The principal leadership style is his/her behaviour in a working process, which influences all school relevant performances. Teachers' job satisfaction refers to the affective attitude of teachers towards their role, derived from the evaluation of characteristics of the job itself. The aim of this research is to define relationship between school principal style and teachers' satisfaction. The sample includes 22 primary and secondary schools from Serbia. In this paper, authors used two different instruments to determine behaviour of principals and teachers satisfaction. First instrument that determines leadership style of the school principal is adapted Blake's instrument also known as the managerial grid model. The second instrument used is Job Satisfaction Survey (JSS) in order to obtain information on teachers' satisfaction. In each school 10 teachers and their principals filled in the questionnaire. This JSS collected 220 teachers' answers and 22 principals' answers. Results indicate that the school principal leadership style influences teacher's satisfaction. Principals that are people-oriented positively influence teacher's satisfaction in the areas school development, management, relationship with colleagues and teamwork. Principal that are tasks-oriented negatively influence teacher's satisfaction in the areas of communication, management, school development and safety. Also, results indicate that teachers are mostly satisfied with aspects of safety, working skills, and nature of work.
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The paper deals with major aspects of educational leadership in Serbia. First, the legislative framework is presented which, in the last several years, has considerably focused on the roles and obligations of principals, as well as their formal training and licensing. Then, the findings of the research on principals’ needs, problems and perspectives on leadership since 2000 are described. This section shows that principals are aware of the multitude of competencies that they need to have in order to professionally fulfill their duties, but that they also believe that many problems hamper them in their jobs: insufficient school funding, teacher employment policies, inconsistent legislation, poor selection procedures of principals, inadequate support from higher administrative levels and so on. Subsequently, the paper gives an overview of seminars, trainings and academic programs that comprise the current offering of professional development opportunities for principals. Among them, t...
IDENTIFICATION OF LEADERSHIP STYLES, TRAITS AND COMPETENCIES OF SECONDARY SCHOOL HEADS
This study was conducted to identify leadership styles, traits and competencies of secondary school heads. Significance of this research was that we want to know that what Leadership styles, traits and competencies work better for the secondary school heads, educational planners, and supervisors, developers of the in-service training programs, recruitment authorities and selection as well as the preparation of educational administrators. The objectives of this study were: To identify the leadership styles, skills and the qualities of the secondary school head teachers further more to suggest for the other perspectives for research on the topic. The study may divulge the facts that may pave the way for the provision of better leadership to secondary schools through probing into the qualities that need improvement. The study was delimited to 100 secondary school heads selected on the basis of their informed consent to be the respondents to the study. A comprehensive rating scale was developed containing fours parts. Part one was related to personal information of the heads, Part two covered leadership styles, Part three embraced leadership traits and Part four was stretched over leadership competencies. Data was collected by the researchers personally, analyzed statistically through statistical package for social sciences, and the analyzed part has been presented in the tabular form. The findings of the research show that majority approved that professional growth is very essential; leaders agreed that shared decision making should be managed and relied upon the most. The respondents agreed that integrity should be maintained and leaders should have self-confidence so as to inculcate the same in the subordinates. The majority of secondary school heads apply authoritarian styles of leadership to run the institutions. A few respondents were in favor of democratic style of leadership. So far as the traits were concerned majority was of the opinion that the heads of secondary school teachers should have sincerity to the school and cause of teaching. It was also pointed out by the respondents that the heads should have the mastery over time and stress management, exercise and practice of cooperation, learning habits should be such like that learned may be translated into aspired and desired skills. In the light of analysis of data and findings of the study, following conclusions were drawn for the selection of potential leaders, should not solely be based on academic qualification; selection criteria should also contain leadership styles, traits and competencies. Besides modern knowledge, perspectives of leadership should be included in the curriculum of teacher education. As it is analyzed that Islamic concept of leadership is the best so the schools heads be enabled to know and apply the Islamic style of leadership in their routine practice. Leadership in education must be committed to vision of excellence, laying equal emphasis on knowledge.
US-China Education Review B, 2015
In social psychology, the term "person perception" refers to the different mental processes that people use to form impressions of other people. This term includes how they form these impressions, and the different conclusions they make about other people based upon their impressions. Person perception can be a very subjective process that can be influenced by the characteristics of the person being observed, the context of the situation, and people's own personal characteristics. Educational leadership increasingly gained importance in today's world, because it is recognized that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. In order for students to have high-quality learning each year, schools must be highly functioning, which means that they must be led by effective principals. Studies note that the greatest impact on school success can be determined through the leadership practices of principals. The principals and school leaders who are implementing their roles and duties should be constantly reviewed and assessed for transparency in school, because their leadership has an impact on "teacher morale, job satisfaction, and motivation". Principals should have key skills related to communicating, facilitating, team-building, coaching, managing conflict, involving others in decision-making, and acting politically, also the development of technological advancement. This study aims to find the impact of school principals' leadership behavior on teachers and teachers' perceptions about the impact and the styles of their leadership. The survey is distributed in 10 public elementary schools in one region of Istanbul, Turkey. The sample consisted of 100 teachers; of which 64 were female teachers and 36 were male teachers. Questionnaire consisted of two parts: demographic information and questions about the perception of leadership behavior. The scale was developed by Demiray (2008) and validity and reliability tests proved that the questionnaire was reliable and valid. Analyses indicate that according to the teachers' perceptions, the important outcomes of the principals' leadership styles and behavior, such as communication, teamwork, problem-solving, and coordination, were satisfying and effective some of the time. Furthermore, the results also provide evidence that the teachers believe they are not recognized for their achievements by their school principals. This case study will be the groundwork for a more comprehensive research about the teachers' expectations of educational leadership.
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Leadership of School Principal can be better rated by teachers as teachers are the followers. This study explores the rating of leadership qualities of principals of excellent schools in China, Malaysia and India by their teachers. Hundred teachers each from these three countries participated in study. Questionnaire titled 'Attributes of My Principal' was used as research instrument. This questionnaire comprises of eight dimensions and forty items. The data was analyzed using SPSS version 17 to compute Mean and Standard deviation to rate principals. Further T-test and one way ANOVA were performed to find significance difference in rating of principals by teachers on basis of gender, tenure and nationalities. No significant difference was observed in any inferential analysis. The principals were rated to be having excellent capacities in all eight dimensions of leadership qualities. This study thus infers that principals of excellent schools have excellent qualities.