Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy
This research was conducted in order to gain a preliminary insight into the general orientation and range of opinions of 396 primary and secondary school teachers in Croatia toward the a) importance of their competencies related to the education policies; b) cognition and mastering of the competencies related to the education policies; c) the actual activity of primary
and secondary school teachers in the creation and implementation of education policies. Research data were collected on the basis of a survey methodology, using an online questionnaire in the form of a Likert scale. In addition, the questionnaire contained two open questions. The analysis of results has clearly shown that primary and secondary school teachers in this research evaluated their competencies related to the education policies to be an important part of the competency profile of teachers. Teachers have made relatively high evaluations of their cognition and mastery of the competencies related to the education policy processes within school. In contrast, somewhat lower evaluations have been given to the mastery of competencies associated with the knowledge of education system, i.e. activity outside the school context. The evaluations of scale items related to the preconditions and personal activity in decision making and the implementation of education policy within the school vary in the range of average values or slightly above that.
Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the Influence of School Leaders on Student Achievement: How Can School Leaders make a Difference? Education
Administration Quarterly, 48(4), 699–732.
Choi Wa Ho, D. (2010). Teacher Participation in Curriculum and Pedagogical Decisions: Insights into Curriculum Leadership. Educational Management Administration&Leadership. Retrieved
23.9.2012 from http://ema.sagepub.com/content/38/5/613
Connolly, M., & James, C. (2011). Reflections on Developments in School Governance: International Perspectives on School Governing Under Pressure. Educational Management and Leadership, 39(4), 501–509.
Cooper, B. S., Cibulka, J. G., & Fusarelli, L. D. (2008). Handbook of Education Politics and Policy. New York: Routhledge.
Desurmont, A., Forsthuber, B., & Oberheidt, S. (2008). Levels of Autonomy and Responsibilities of Teachers in Europe. Brussels: Eurydice.
Drudy, S., Gunnerson, L., & Gilpin, A. (Eds.) (2009). Reference Points for the Design and Delivery of Degree Programmes in Education. Bilbao: Universidad de Deusto.
EC/EACEA/Eurydice. (2013). Key Data on Teachers and School Leaders in Europe. Luxemourg: Publications Office of the EU.
Elementary and Secondary Education Act (2008). Official Gazette, 87/ 2008.
European Council. (2009). Council Conclusions of 12 May 2009 on a Strategic Framework for European Cooperation in Education and Training. Official Journal of the European Union. Retrieved 24.9.2012 from http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF
European Commission. (2010). Europe 2020 - A strategy for smart, sustainable and inclusive growth. Retrieved 23.9.2012 from http://www.mobilnost.hr/prilozi/05_1300804774_Europa_2020.pdf
Fitz, J., Halpin, D., & Power, S. (1994). Implementation Research and Education Policy: practice and prospects. British Journal of Educational Studies, 42(1), 53–69.
Fuhrman, S. H., Cohen, D. K., & Mosher, F. (2007). The State of Education Policy Research. Theoretical Concepts and Research Methods. Mahwah, New Yersey: Lawrence Erlbaum Associates, Publishers.
Fullan, M. (2010). All Systems Go: The Change Imperative for Whole System Reform. Thousand Oaks, California: Corwin.
Fullan, M. (2007). The New Meaning of Educational Change. New York: Teachers College, Columbia University.
Gonzales, J., & Wagenaar, R. (Eds.) (2008). Tuning Educational Structures in Europe. Universities’ contribution to the Bologna Process. Bilbao: Universidad de Deusto.
Government of the Republic of Croatia. (2013). Strategy for Education, Science and Technology: working material. Zagreb: Government of the Republic of Croatia. Retrieved 25.9.2013 from http://www.vlada.hr/hr/preuzimanja/strategije/strategija_obrazovanja_znanosti_i_tehnologije_radni_materijal_rujan_2013/strategija_obrazovanja_znanost_i_tehnologije_radni_materijal/(view_online)/1
Hallinger, P., & Heck, R. H. (2010). Leadership for Learning: Does Collaborative Leadership Make a Difference in School Improvement? Educational Management, Administration and Leadership, 38(6), 654–678.
Honig, M. I. (2006). New Directions in Education Policy Implementation. Confronting Complexity. Albany, NY: State University of New York Press.
Hulpia, H., Devos, G., & Van Keer, H. (2011). The Relation Between School Leadership from a Distributed Perspective and Teachers’ Organizational Commitment: Examining the Source of the
Leadership Function. Education Administration Quarterly, 47(5), 728–771.
Jackson, K. M., & Marriot, C. (2012). The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organisational Quality. Educational Management & Leadership, 48(2), 230–258.
Jarvis, A. (2012). The Necessity for Collegiality: Power, Authority and Influence in the Middle. Education Administration and Leadership, 40(4), 480–493.
Kovač, V., Rafajac, B., Buchberger, I., & Močibob, M. (2014). Education Policy from the Perspective of Teachers in Croatia. Napredak. In press.
Kovač, V. (2007). Approaches to education policy analysis. In V. Previšić, N. N. Šoljan, & N. Hrvatić (Eds.), Pedagogy – towards lifelong education and knowledge-based society (pp. 515–521). Zagreb: Croatian Pedagogical Society.
McLaughlin, M. W. (1987). Learning from Experience: Lessons from Policy Implementation. Educational Evaluation and Policy Analysis, 9(2), 171–178.
Milas, G. (2005). Research methods in psychology and other social sciences. Zagreb: Naklada Slap.
OECD. (2010). PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices (Volume IV). Retrieved 12.10.2012 from http://dx.doi.org/10.1787/9789264091559-en
OECD. (2013). PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV). PISA, OECD Publishing.
Palmer, D., & Snodgrass Rangel, V. (2011). High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas. Educational Policy, 25(4), 614–647.
Pantić, N., & Čekić-Marković, J. (Eds.) (2012). Teachers in Serbia: attitudes towards profession and education reforms. Belgrade: Center for Education Policies.
Pavin, T., Rijavec, M., & Miljević-Riđički, R. (2005). Perception of the quality of teacher education and some aspects of teaching profession from the perspective of primary school teachers. In V. Vizek – Vidović (Ed.), Lifelong education of teachers: multiple perspectives. Zagreb: Institute for Social Research in Zagreb.
Piesanen, E., & Välijärvi, J. (2010). Education and Training 2010: Three studies to support School Policy Development – final report. Finnish Institute for Educational Research. Retrieved 23.10.2012 from http://ktl.jyu.fi/img/portal/17545/TEC_FINAL_REPORT_12th_Apr2010_WEB.pdf?cs=1271922032
Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership. Volume 1: Policy and Practice. Paris: OECD.
Rizvi, F., & Lingard, B. (2010). Globalizing Educational Policy. London: Routledge.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration
Quarterly, 44(5), 635–674.
Sahlberg, P. (2012). Lekcije iz Finske. Zagreb: Školska knjiga.
Scheerens, J. (Ed.) (2010). Teachers’ Professional Development: Europe in international comparison. Luxembourg: Office for Official Publications of the European Union.
Somech, A. (2010). Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes. Education Administration Quarterly, 46(2), 174–209.
Spasovski, O. (2010). Teacher Competence as a Basis for Teacher Education: Tuning Teacher Education Curricula in Five Western Balkan Countries. In B. Hudson, P. Zgaga, & B. Åstrand (Eds.), Advancing Quality Cultures for Teacher Education in Europe: Tensions and Opportunities (pp. 87–104).
Umeå: Umeå School of Education, Umeå University.
Valenčič – Zuljan, M., & Vogrinc, J. (Eds.) (2011). European Dimension of Teacher Education: Similarities and Differences. Ljubljana, Kranj: Faculty of Education, University of Ljubljana, The
National School of Leadership in Education.
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.