Selection and Education of School Principals: A Comparative Overview of Policies

Popović, Toni; Alfirević, Nikša; Relja, Renata

doi:10.1007/978-3-319-99677-6_5

Cited by 2 publications

(4 citation statements)

References 25 publications

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“…It is determined by the inconsistency of centralized education system and the labour market (Matković, 2011, Obadić, 2017. Principals mostly carry out decisions of the centralized education policy, which delays the necessity of their systematic professionalization (Popović et al, 2019). Although the importance of contextualsensitive approach to research on professions has been emphasized in recent years, the importance of comparative studies that will inform theories and concepts has been emphasized also (Adams, 2014).…”

Section: Limitationsmentioning

confidence: 99%

“…In some countries, an apprenticeship model is used, with future principals practising with mentors, and advancing in leadership positions in schools (Australia, Canada, African countries etc.). In others, they learn through the work experience after appointment (Popović et al, 2019). However, these models show insufficient preparation of candidates.…”

Section: Introductionmentioning

confidence: 99%

“…The combination of taxonomic and process analysis has been selected, according to a global consensus on what should be the essence of principals' profession (Nelson & Slater, 2013;Clarke & Wildy, 2013;Popović et al, 2019). In addition, these approaches are not necessarily in contradiction.…”

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: Limitationsmentioning

confidence: 99%

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)

Self Cite

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“…In the United States, state departments of education usually establish the initial eligibility requirements for school principals and are continually working to make ongoing improvement to the quality of principal preparation (Hale & Moorman, 2003;Orr et al, 2018). Popović et al (2019) analyzed and compared principal preparation requirements and selection processes in multiple countries to make recommendations on professional preparation standards, practice, and national policies that impact school leaders. Some countries have recently adopted formalized preparation that requires alignment to proficiency standards for school principals.…”

Section: Introductionmentioning

confidence: 99%

The Professional Learning Needs of School Principals

Johnson

Clegorne

Croft

et al. 2020

Journal of Research on Leadership Education

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The purpose of this qualitative research was to identify the preparation needs of principals through the lens of school superintendents in the southeastern United States. This research was based on a collaborative university, multi-school district partnership. Superintendents were interviewed to determine their perceptions regarding the professional learning needs of principals. Three themes emerged from the analysis:(a) principal perception of community matters, (b) formal support is necessary, but challenging to schedule and scope, and (c) instructional and operational leadership are differentiated. These findings present several implications for university and district-based leadership preparation programs, both individually and collaboratively.

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Selection and Education of School Principals: A Comparative Overview of Policies

Cited by 2 publications

References 25 publications

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

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

The Professional Learning Needs of School Principals

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