Analysis of Elements and Process of School Principals’ Professionalization in Croatia*

R. Relja, T. Popović, T. Gutović ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL...

ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL PRINCIPALS’ PROFESSIONALIZATION IN CROATIA*

Renata Relja** Toni Popović*** Tea Gutović****

Received: 22. 6. 2018 Preliminary communication Accepted: 4. 3. 2019 UDC 37.07(497.5) DOI https://doi.org/10.30924/mjcmi.24.si.4

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

* This research was supported by the Ministry of Science and Education of Republic of Croatia through Scientific of Excellence Centres and is a part of activities of Croatian Centre for School Effectiveness and Management re-search. ** Renata Relja, PhD, University of Split, Faculty of Humanities and Social Sciences, Croatian Center of Scientific Excellence for School Effectiveness and Management, Department of Sociology, Poljička cesta 35, 21000 Split, E-mail: [email protected] *** Toni Popović, University of Split, Faculty of Humanities and Social Sciences, Department of Sociology, Poljička cesta 35, 21000 Split, E-mail: [email protected] **** Tea Gutović, University of Split, Faculty of Economics, Cvite Fiskovića 5, 21000 Split (adjunct assistant), E-mail: [email protected]

55 Journal of Contemporary Management Issues

1. INTRODUCTION sociology and organizational studies (Saks, 2012; Carvalho, 2017). In a daily sense, doing something pro- fessionally means doing it well and know- Over the past three decades, school prin- ingly, whether it is a paid work or not cipals have often been involved with the ne- (Smerić, 2005; Reis Monteiro, 2015). On cessity of their professional development. the other hand, the scientific approach to Knowledge is a resource of today’s world, the profession is more specific and im- but also a resource for the future. Schools plies a certain way of organizing one's should be successful in educating students, job. According to the International Labour who will acquire the key competences and Organization (ILO), the professions differ get ready to participate in lifelong learning. from other jobs by means of the skill level In this way, schools contribute to the socio- required to perform them. The expertise ac- economic development and to reducing the quired through the specific university edu- risk of social exclusion (Flecha, 2015). cation is necessary. Science, education and schooling are some of the fields, among A principal plays an important role others, in which different professions are as the cohesive element in realization of developed (e.g. health, ICT, business) (ILO, school potentials. Effective principal knows 2012; Reis Monteiro, 2015). Muzio et al. how to motivate teachers and other staff to (2011) emphasize that profession is a job develop and achieve school goals. Higher that is neither fully market-oriented nor expectations of students, along with their conditioned by state decisions. It retains a positive assessment of school operations, certain autonomy, based on high competen- lead to the more committed participation cies and serving the public good. As Šporer in school activities and higher academic (1990) summarizes, the authority of exper- achievements (Mulford, 2003; Popović et tise and the assumed altruism of professional., 2010). als maintain a relative autonomy in defining professional standards. In most countries of the world, principals cannot be considered a profession yet. The emergence of professions is a part Even if there is a formal and compulsory of the wider process of democratization, education, its quality is often questioned greater division of labour and scientific and (e.g. most EU member states, the US). In technological development. Their growth some countries, an apprenticeship model is occurs in the 20th century, especially after used, with future principals practising with the Second World War, due to the growing mentors, and advancing in leadership posi- public sector and the focus on service and tions in schools (Australia, Canada, African knowledge economy (Santrić, 1990; Reis countries etc.). In others, they learn through Monteiro, 2015). Many authors point to the the work experience after appointment importance of professions today. Giddens (Popović et al., 2019). However, these mod- believes that we increasingly depend on els show insufficient preparation of candi- decisions of experts and their knowledge dates. Along with the growing complexity (Zlatar, 2008). According to Beck (2001), of educational management and leadership, professions are creative, reflexive and pro- and a widespread opinion on inappropriate gressive intelligence that protects us in a so- principals’ reputation, poor educational op- ciety that is burdened with numerous risks. portunities are the main reason for the glob- The scientific interest in professions is very ally reduced interest of teachers in a princi- obvious, particularly within management, pal position (Stoll & Temperley, 2009).

56 Management, Vol. 24, 2019, Special Issue, pp. 55-72 R. Relja, T. Popović, T. Gutović: ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL...

The example of a country that puts im- In this paper, principals’ profession- portance in principals’ professionalization alization is analysed by combining two is England. It went to the forefront in this sociological approaches to the profession. process, developing professional standards, The first is attributive-taxonomic, which numerous education programs and princi- initially explores the existence of key ele- pals’ professional associations over the last ments that form the profession generally. thirty years. Education is decentralized to In this respect, it is possible to argue about the extent that successful schools have con- principals as occupation, semi-profession or siderable freedom in curricula, can hire staff profession (Santrić, 1990; Smerić, 2005). according to their own criteria and teach This approach has been established within others their practices. On the other hand, the functionalist paradigm, attempting to unsuccessful principals could be penalized, explain what makes the professions social- and their schools closed or restructured ly prestigious (Reis Monteiro, 2015). The (Day & Amstrong, 2016). However, there second is the process approach, originally is no reduction in the candidate’s interest in created as a critique of functionalism. Its this job, and principals are very self-confi- various forms (interactionist, neo-Weberian dent considering their obligations (Huber et etc.) emphasize that the attributive-taxo- al., 2008). nomic approach represents an ideology of professionalism – the timeless idealized The school principals’ professionaliza- image of the profession (Carvalho, 2017). tion in Croatia has begun since the begin- Issues such as misuse of power, corporate ning of this millennium. Education and li- interests and conflicts as a result of profes- censure programs were designed in 2005, sional closure are underlined, among oth- but there was no political support in ena- ers (Kuhlmann, 2013). This approach starts bling their sustainability. At this moment, with the assumption that it is more impor- a new attempt is the ESF project School tant to explore what makes a profession in principal: profession and qualification, not particular society than to follow pre-deter- function, which is headed by the University mined elements of professionalism. It pro- of Zadar. Within the project activities, vides considerable opportunities to analyse the professional standards for principals, strategic orientations and power among their qualifications and the postgraduate the actors (Davies, 1996; Faulconbridge & (specialist) study were developed (Vican Muzio, 2011). et al., 2016). This project is a part of the broader efforts of the Croatian education The combination of taxonomic and system’ modernization, introduced within process analysis has been selected, accord- the Strategy for Education, Science and ing to a global consensus on what should Technology (2014). Another impulse was be the essence of principals’ profession the introduction of the Croatian qualifica- (Nelson & Slater, 2013; Clarke & Wildy, tion framework, in line with the European 2013; Popović et al., 2019). In addition, standards, with the aim of harmonizing these approaches are not necessarily in con- qualifications at the EU level. Nevertheless, tradiction. By considering the elements of the systematic professionalization of prin- profession and process of principals’ pro- cipals has been postponed in Croatia until fessionalization, the intention is to explore 2021. The reasons are analysed in the dis- what has been achieved in the given social cussion and implications of the paper. circumstances (Čulig 1999a; Smerić, 2005).

57 Journal of Contemporary Management Issues

2. METHODOLOGY AND education well (Vican et al., 2016; Alfirević SAMPLING et al., 2018; Alfirević et al., 2018; Popović et al., 2019), which is a good starting point Our research was conducted in 2017. It for the future research. is a part of the program of research activities organized by the Centre of Scientific The sample has the following features Excellence for School Effectiveness and (Table 1): Management. The survey was used as the method, with the questionnaire developed -- the gender distribution is relatively simi- to study the work of school principals. lar (women - 50.7%, men - 46.6%); Only the responses related to their profes- -- almost 90% of respondents have com- sionalization are analyzed in this paper. pleted undergraduate or graduate stud- The sample is non-probabilistic – conveni- ies, while others have obtained a science ent. Nevertheless, previous research has degree; shown that it reflects the trends in Croatian

Table 1: Demographics of the sample

f % Male 34 46.6 Gender Female 37 50.7 N/A 2 2.7 31 – 40 5 6.8 Age 41 – 50 18 24.7 51 – 60 37 50.7 61 or more 11 15.1 N/A 2 2.7 Under/graduate study 65 89 Education Science degree 7 9.6 N/A 1 1.4 1 – 5 27 37 6 – 10 20 27.4 Work experience at the principal’s 11 – 15 9 12.3 position 16 – 20 7 9.6 21 – 25 5 6.8 26 or more 1 1.4 N/A 4 5.5 Varaždin 30 41.1 Split-Dalmatia 23 31.6 County Dubrovnik-Neretva 5 6.8 N/A 15 20.5 Primary 32 43.8 Type of school Secondary 39 53.5 N/A 2 2.7 Urban area 41 56.2 School location Rural area 29 39.7 N/A 3 4.1

58 Management, Vol. 24, 2019, Special Issue, pp. 55-72 R. Relja, T. Popović, T. Gutović: ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL...

-- 2/3 of the sample is older than fifty primary and secondary schools. The aim is (65.8%), while the least represented are to identify key challenges faced by schools principals between 31 and 40 years of and their principals, as well as to offer sci- age (6.8%), which may be related to the entifically based recommendations for im- necessary work experience for that posi- proving the organizational performance. tion and its long-term retention; Within the questionnaire addressed to principals, various aspects of their work and -- most principals come from Varaždin and elements of school atmosphere are consid- Split-Dalmatia County; ered. When it comes to the professional el- -- principals from the primary (43.8%) and ements, more attention is given only to ex- secondary (53.5%) schools are almost pertise, i.e. the existing and required levels equally represented, while most of their of knowledge in school management and schools are located in the urban areas leadership. Such an interest is not surpris- (56.2%). ing, since the expertise is the basis of every profession and successful solving of com- The Strategy for Education, Science plex tasks. Numerous authors have inves- and Technology (2014), as well as the avail- tigated the educational needs of Croatian able research, suggest that school principals principals in recent years (e.g. Rogić & in Croatia cannot be considered a profes- Karamatić Brčić, 2016; Vican, 2016; sion yet. Concerning the self-assessments Radeka, 2016; Popović et al., 2019). In our of sample respondents, the hypotheses in research instrument, other professional ele- this paper question the lack of professional ments (cooperation with professional as- elements: sociations, principals’ social status) are explored only partially.

H1. The additional knowledge on school management and leadership is needed. The second limitation stems from the characteristics and type of the sample.

H2. The principals do not cooperate Alfirević et al. (2011) consider convenient enough with their professional as- samples of motivated school principals, at- sociations, regardless of the sample tending various types of professional edu- characteristics. cation and development, as a sample relevant for education policy development. H . The job of a principal is not highly ap- 3 Nevertheless, a non-probabilistic sample of preciated in the society, regardless of principals from predominantly two counties the sample characteristics. limits the possibilities for generalization of H . The principals are mostly satisfied our findings. The results are certainly indic- 4 ative, given the available research and bar- with their job and intend to become riers to principals’ professionalization. principals in an additional term. Finally, a limitation may be found in the 2.1. Limitations specific social context, found in Croatia and The paper has the following limitations. the region. It is determined by the inconsist- First, the questionnaire emerged within the ency of centralized education system and wider interests of the Centre of Scientific the labour market (Matković, 2011, Obadić, Excellence for School Effectiveness and 2017). Principals mostly carry out decisions Management. They concern the work of of the centralized education policy, which school boards, teachers and principals in delays the necessity of their systematic

59 Journal of Contemporary Management Issues professionalization (Popović et al., 2019). i.e. the expertise, is highlighted. The pro- Although the importance of contextual- fessional reputation depends on expertise. sensitive approach to research on profes- Without it, a demand for exclusive professions has been emphasized in recent years, sional competence, relative work autonomy the importance of comparative studies that and high privileges is not founded (Abbot, will inform theories and concepts has been 1991; Čulig, 1999a). In the comparative emphasized also (Adams, 2014). In this analysis of principals’ professionalization regard, the results and implications of our in the international context, Popović et al. study are applicable primarily in the post- (2019) highlight university education as the socialist countries of South East Europe condition sine qua non of the profession. In (SEE), while their utilization in other social the initial phase of this process in Croatia, contexts is limited. there is a greater interest in principals’ education than in the other elements that con- stitute the profession. The project School 3. RESULTS: PRINCIPALS’ principal: profession and qualification, not function is focused precisely on the knowl- ATTITUDES ON ELEMENTS edge, skills and competencies that princi- OF THEIR OCCUPATION pals should possess (Vican, 2016). Their Continuous data collection on school systematic transmission, foreseen for the principals’ work is important in order to future, is based on the establishment of pro- observe the potential changes that differ- fessional standards, qualifications and post- entiate the profession from an ordinary oc- graduate studies. cupation or semi-profession. Changes need to be interpreted by taking into account the According to Table 2, the need for wider social context. These are precondi- school principals’ professional develop- tions for successful directing of the school ment in Croatia is clearly noticeable. principals’ professionalization, which is Respondents point out that they have a cer- promoted as the strategic goal of education tain level of expertise in each of the pro- system in Croatia. In this part of the pa- fessional fields (ranging from M=2.73 to per, our intention is to interpret principals’ M=4.31). Interestingly, respondents empha- responses on the elements of profession size the relatively high importance of many when considering their job. Through the proposed fields of expertise (M=3.5 or discussion and implications, the incentives, higher), especially for school entrepreneur- obstacles and recommendations for the fur- ship, benchmarking, marketing, and strate- ther school principals’ professionalization gic (development) and financial planning in Croatia are explained in more detail. By for the school improvement. combining the attributive-taxonomic and the process approach, a development direc- Expertise in many areas of school man- tion of particular occupation can be recog- agement and leadership, some of which nized (Šporer, 1990; Smerić, 2005). In other are relatively new, can be explained by words, we examine the articulation level of the studies, which show that principals in elements that are needed to form the princi- Croatia occasionally attend various forms pals’ profession in the SEE social context. of non-formal education – workshops, seminars, conferences, consulting services For the professionalization of school etc. (Eurydice, 2013). Such programs can- principals or any other occupation, a neces- not substitute the formal education. They sity of systematic and extensive education, are often criticized for ad hoc character,

60 Management, Vol. 24, 2019, Special Issue, pp. 55-72 R. Relja, T. Popović, T. Gutović: ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL...

Table 2: Self-assessment of existing and required principals’ expertise

Existing knowledge Knowledge needed M SD M SD Strategic (development) planning 3.42 0.921 3.85 0.938 Annual planning and programming of school activities 4.31 0.664 3.18 1.079 School management 3.63 0.717 3.79 0.887 Teamwork, motivation and leadership 3.75 0.741 3.83 0.934 Communication with school staff 3.95 0.743 3.46 1.02 Work and process organization at school 4.14 0.732 3.39 1.015 Management of time, meetings and delegation of tasks 3.85 0.908 3.33 0.919 School monitoring and evaluation 3.68 0.65 3.71 0.846 School marketing 3.14 0.933 3.89 0.832 Public and media relations 3.3 0.908 3.69 0.919 Financial planning and control 3.47 0.987 3.85 0.980 Accounting (knowledge needed for cooperation with 3.21 1.027 3.74 1.021 accountants) Management of projects and special events (manifestations) 3.58 0.865 3.79 0.992 Fundraising 3.45 0.867 3.76 1.028 Outsourcing management 2.73 1.193 3.66 1.146 School legislation 3.63 0.950 3.83 0.979 Inclusion of children with special needs 3.55 0.929 3.76 0.880 Benchmarking 3.33 0.834 3.9 0.772 Entrepreneurial behaviour of schools and principals 3.49 0.852 3.9 0.952 Crisis management 3.78 0.901 3.87 0.893 Note: Measured on the standard, five-point Likert scale. superficiality, incoherence and biases aris- Zadar and the Faculty of Humanities and ing from the specific perspective adopted Social Sciences in Rijeka, is an important by the organisers (ministries, trade unions, step in their professionalization. Whether agencies, consulting firms etc.) (Scott & these programs will succeed depends on the Scott, 2013). Non-formal education, how- systematisation of this process, in particu- ever, makes it easier for school principals to lar, on the legal obligations. So far, formal carry out their daily activities, which is im- education for school principals depends portant due to the growing expectations of on the intrinsic motivation of the potential stakeholders. students. In the conditions of insufficient school funding and numerous administra- Our research supports such findings. tive obligations of the principals, this is not The principals need additional expertise, a good basis for the sustainability of the which confirms the first research hypoth- principal profession (Staničić, 2006). esis (H1). The launch of postgraduate (specialist) studies for the education of school Another distinctive element of profes- principals, established at the University of sions is autonomy, i.e. the self-regulation

61 attend various forms of non-formal education – workshops, seminars, conferences, consulting services etc. (Eurydice, 2013). Such programs cannot substitute the formal education. They are often criticized for ad hoc character, superficiality, incoherence and biases arising from the specific perspective adopted by the organisers (ministries, trade unions, agencies, consulting firms etc.) (Scott & Scott, 2013). Non-formal education, however, makes it easier for school principals to carry out their daily activities, which is important due to the growing expectations of stakeholders.

Our research supports such findings. The principals need additional expertise, which confirms the first research hypothesis (H1). The launch of postgraduate (specialist) studies for the education of school principals, established at the University of Zadar and the Faculty of Humanities and Social Sciences in Rijeka, is an important step in their professionalization. Whether these programs will succeed depends on the systematisation of this process, in particular, on the legal obligations. So far, formal education for school principals depends on the intrinsic motivation of the potential students. In the conditions of insufficient school funding and numerous administrative obligations of the principals, this is not a good basis for the sustainability of the principal profession (Staničić, 2006).

Another distinctive element of professions is autonomy, i.e. the self-regulation resulting from the authority of knowledge and the altruistic orientation of professionals. It is based on the assumption that a fellow professional is most credible in judging professional work (Smerić, 2005). In order to achieve autonomy in the sense of professional socialization and culture, it is necessary to be a member of the professional associations that will strengthen the expertise and legalize it as the way of performing tasks (Santrić, 1990; Čulig, 1999b). Any profession that insists on a high level of development has a professional association that determines the conditions of its autonomy with other actors, such as state, clients, universities and supranationalJournal organizations of Contemporary (regulatory and Management professional) (Faulconbridge Issues & Muzio, 2011).

40 35 30 25 20 37 15 34.2 10 17.8 17.8 5 0 Other schools and educational Principals' professional institutions on the same level associations

Good Excellent

Figure 1: Cooperation of school principals with Figure 1: Cooperation of schoolinstitutions principals in the education with institutions system (%) in the education system (%)

resulting from the authority of knowledge while the assessment is significantly better There are two professional associations of primary and secondary school principals in Croatia. and the altruistic orientation of profession- in the case of schools and other educational In this paper,als. It is their based activit on they assumptionhas not been that analyzed a fel- institutions. However, on we the askesamed level respondents (Figure 1). to evaluate cooperationlow professional with them. is Gmostood credible cooperation in judging is necessary to legitimize these associations as the carriersprofessional of principals’ work professional (Smerić, 2005). development In order . UnfortunatelyRespondents , mostly it is absent agree , onif judged this is- by the answersto. Onlyachieve one autonomy third ofin therespondents sense of profes consider- sue, coop whicheration is confirmed to be good by or theexcellent, results of while the assessmentsional socialization is significantl and y culture, better itin is the nec case- theof schools Chi-Square and test. other The educational statistically institutions sig- on the sameessary level to be (Figure a member 1). of the professional nificant differences are present only for the associations that will strengthen the exper- fact that primary school principals evaluate the cooperation with professional associa- tise and legalize it as the way of perform- 7 tions somewhat low (Table 2). Our results ing tasks (Santrić, 1990; Čulig, 1999b). Any profession that insists on a high level suggest that the second research hypothesis

of development has a professional asso- is mostly confirmed 2(H ). The cooperation ciation that determines the conditions of its of principals with their professional asso- autonomy with other actors, such as state, ciations is insufficient, which confirms that clients, universities and supranational or- these associations do not have a significant ganizations (regulatory and professional) role in defining the professional standards (Faulconbridge & Muzio, 2011). and qualifications for school principals.

There are two professional associations Based on the expertise, autonomy and of primary and secondary school princi- altruistic orientation, professions achieve pals in Croatia. In this paper, their activity a high social status. As the neo-Weberian has not been analyzed. However, we asked and conflict perspectives point out, the respondents to evaluate cooperation with reputation of professions often drops, due them. Good cooperation is necessary to le- to variety of affairs, reduction of the infor- gitimize these associations as the carriers mation gap between experts and the pub- of principals’ professional development. lic, dissemination of alternative practices Unfortunately, it is absent, if judged by the etc. (Groenwegen, 2006; Reis Monteiro, answers. Only one third of respondents con- 2014). According to Adams (2014), the sider cooperation to be good or excellent, loss of trust is one of the most frequently

62 Management, Vol. 24, 2019, Special Issue, pp. 55-72 R. Relja, T. Popović, T. Gutović: ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL... Respondents mostly agree on this issue, which is confirmed by the results of the Chi-Square test. The statisticallyTable significant 2: Relationship differences between sample are present characteristics only forand theattitudes fact onthat primary school principals evaluate the cooperationcooperation with with professional professional associations associations somewhat low (Table 2). Our results suggest that the second research hypothesis is mostly confirmed (H2). The 2 cooperation of principals with their professional associationsᵡ is insufficientdf , whichp confirms that theseGender associations do not have a significant role6.344 in defining the4 professional0.175 standards and qualificationsAge for school principals. 15.241 12 0.229 Work experience at principal’s position 4.659 8 0.793 Table 2:County Relationship between sample characteristics and attitudes4.088 on cooperation with8 professional0.849 associations 2 Type of school 9.868 ᵡ df 4 p 0.043 School locationGender 0.8486.344 4 4 0.175 0.932 Age 15.241 12 0.229 Work experience at principal's position 4.659 8 0.793 investigated County topics in the field of the soci- Results4.088 are far8 more 0.849 favourable when ology of professionsType of school since 1990s. Although assessing9.868 the principals’4 0.043 social status in we did not analyseSchool locationthe altruistic orientation a local0.848 community. 4 Most0.932 of respondents of principals and professional ethics in its (56.1%) consider it to be high (Figure 2). Basedbackground, on the expertise, we assumed autonomy that the and principals’ altruistic Thisorientation, can be interpreted professions by achievethe greater a high influ -social status.social As thestatus neo in- WeberianCroatia is not and high. conflict Extensive perspectives ence that point principals out, the carry reputation out in their of professions com- often reportingdrops, due on tothe variety results of affairs,Croatian reduction students ofmunity the information and by the gapmore betwee favourablen experts opinion and the publicin, disseminationPISA tests, failure of alternativeto implement practices the cur- etc.of (Groenwegen, respondents’ own2006 work; Reis in Monteiro, relation to2014). Accordingricular toreform, Adams and (2014), incoherence the loss of education of trust is oneprincipals of the inmost general. frequently Despite investigated this consid -topics in thewith field the ofneeds the of sociology the labor market of professions are some sinceeration, 1990s. the Although disparity in we responses did not onanaly thes e the altruisticof the orientation reasons why of the principals public is sceptic,and professional con- social ethics status in its of background, principals re-emphasizes we assumed that the principals'sidering the socialefficiency status of inschools. Croatia According is not the high. need Extensive for decentralization reporting on of educationthe results of to the results, the principals feel that their system. It should be followed by raising the Croatian pupils in PISA tests, failure to implement the curricular reform, and incoherence of work is not particularly appreciated in soci- competences of principals and other school educationety (42.5%). with the Only needs one offifth the considers labor market the op -are staff.some ofThese the arereasons necessary why preconditionsthe public is forsceptic consideringposite, whilethe efficienc another y fifth of schools has mixed. According views the to efficient the results, schools the principalsand a higher feel social that sta- their work onis thisnot issue,particularly i.e. they appreciated do not agree in nor society disa- (42.5%).tus of their Only principals. one fifth considers the opposite, whilegree another (Figure fifth 2). has mixed views on this issue, i.e. they do not agree nor disagree (Figure 2).

60 50 40 30 49.3 20 39.7 31.5 35.6 21.9 10 2.8 1.4 11 6.8 0 Strongly Disagree Neither agree Agree Strongly agree disagree nor disagree

Principals are highly respected in local community Principals are highly respected in our society

Figure 2: Principals’ social status (%) Figure 2: Principals' social status (%) 63 Results are far more favourable when assessing the principals’ social status in a local community. Most of respondents (56.1%) consider it to be high (Figure 2). This can be

8 interpreted by the greater influence that principals carry out in their community and by the more favourable opinion of respondents’ own work in relation to principals in general. Despite this consideration, the disparity in responses on the social status of principals re- emphasizes the need for decentralization of education system. It should be followed by raising the competences of principals and other school staff. These are necessary preconditions for the efficient schools and a higher social status of their principals.

The statistically significant differences were not found using the Chi-Square test in estimating the principals'Journal social of status Contemporary at the societal Managementlevel (Table 3). TheIssues only difference is the level of local community. School principals in rural areas tend to estimate their status somewhat more favourable. SuchTable 3:results Relationship suggest between the sample acceptance characteristics of the and third attitudes hypothesis on principals’ (H social3). Regardless status of the sample characteristics, principals consider their work not to be highly appreciated in our society. ᵡ2 df p Gender 6.472 4 0.167 Table 3: Relationship between sample Agecharacteristics and attitudes9.094 on principals'12 0.695social status 2 Social status at Work experience at principal’s position 11.859 ᵡ 8 df0.158 p local community level CountyGender 5.352 6.472 8 4 0.719 0.167 Type ofAge school 3.087 9.094 4 120.543 0.695 Social status at local Work experienceSchool at location principal's position 1.806 11.859 4 8 0.041 0.158 community level County 5.352 8 0.719 Gender 3.158 3 0.368 Type of school 3.087 4 0.543 Age 3.337 9 0.947 School location 1.806 4 0.041 Social status at Work experience atGender principal’s position 5.331 3.158 6 3 0.502 0.368 societal level CountyAge 4.211 3.337 6 9 0.648 0.947 Social status at societal Work experienceType ofat school principal's position 1.061 5.331 3 6 0.786 0.502 level SchoolCounty location 9.53 4.211 3 6 0.223 0.648 Type of school 1.061 3 0.786 The statistically significantSchool differences location Despite the 9.53 disadvantages 3 of the0.223 were not found using the Chi-Square test Croatian education system, the satisfac- Despite thein estimating disadvantages the principals’ of the social Croatian status at educationtion of school system principals, the satisfactionwith their job of is school principals thewith societal their leveljob is (Table hypothesized 3). The only. The dif -attitudeshypothesized. on soc Theial status attitudes of onprincipals social sta in- a local communityference are related is the levelto such of localpresumption. community. In tus addition, of principals most inrespondents a local community (60.1%) are believe they are doingSchool theprincipals best theyin rural can areas in thetend givento es- circumstances,related to such i.e. presumption. they don’t In believe addition, that the timate their status somewhat more favour- most respondents (60.1%) believe they are improvementable. ofSuch their results work suggest can thesignificantly acceptance ofchange doing the the school best they outcomes. can in the givenWhile circum some- studies consider principals' satisfaction as a predictor of successful school performance (Ivanov, the third hypothesis (H3). Regardless of the stances, i.e. they don’t believe that the im- 2016), it cansample also characteristics, contribute to principals maintaining consider the statusprovement quo regarding of their work their can professionalization. significantly Results ontheir the work cooperation not to be highlywith appreciatedprofessional in associationschange the school and outcomes.the occasional While someuse of non- formal educationour society. support this assumption, which shouldstudies consider be further principals’ examined. satisfaction as a

50 45 40 35 30 25 45.8 20 37.8 15 10 5 2.8 13.9 0 Disagree Nether agree Agree Strongly agree nor disagree

Figure 3: Job satisfaction (%)

64 9

Management, Vol. 24, 2019, Special Issue, pp. 55-72 R. Relja, T. Popović, T. Gutović: ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL... predictor of successful school performance ‘semi-profession’ (Šporer, 1990; Smerić, (Ivanov, 2016), it can also contribute to 2005). In Croatia, as in the other European maintaining the status quo regarding their countries, work experience in the education professionalization. Results on the coop- system and teaching qualifications are re- eration with professional associations and quired for this job (Eurydice, 2013). Some the occasional use of non-formal education professional elements gain momentum in support this assumption, which should be Croatia, such as refining of the professional further examined. standards and qualifications, including the development of postgraduate studies. More Principals are very satisfied with attention should be paid to other elements their job in a professional sense – only of professionalization, such as cooperation 2.8% points out the opposite (Figure 3). between principals’ professional organiza- Furthermore, most respondents (75.3%) in- tions and improving of their performance. tend to become principals in an additional With the synergy of these elements, while term, while only 15.1% don’t intend to do complying with the clear professional eth- so. Half of them indicate the retirement ics (both within and outside the legal pro- as the reason, which is consistent with the dominant age group of respondents. Others visions) (Smerić, 2005), it is realistic that emphasize “a great deal of administrative legal autonomy of the professional work tasks”, “poor cooperation with parents,” should be formally established. Otherwise, “poor principals’ status,” “lack of support principals will remain at a relatively simi- from the institutions”, “lack of principals’ lar level of professional development, while autonomy”, “insufficient rewards for suc- others will make the important decisions on cessful principals and schools”, “insuffi- their issues (Čulig, 1999a). Understanding cient payments considering the obligations” of principals as the ‘semi-profession’ is pri- etc. Nonetheless, the results confirm the marily an indication, i.e. a preliminary in- fourth research hypothesis that principals sight, requiring systematic research into the are mostly satisfied with their job and in- further process of professionalization. Some tend to become principals in an additional of the potential research topics are men- tioned in the next chapter. term (H4). When it comes to the incentives, obstacles and further suggestions for the profes- 4. DISCUSSION AND sionalization of principals, discussion and IMPLICATIONS: implications can be analyzed on the three INCENTIVES, OBSTACLES levels (Santrić, 1990). Ambivalent factors AND SUGGESTIONS operate on each of them, so the pace and FOR PRINCIPALS’ path of this process for the future is not PROFESSIONALIZATION IN clear at this moment. CROATIA (1) On the macro level, it is certainly en- Analysis of the professional elements couraging that principals’ professionaliza- shows that school principals in Croatia can- tion has become an important issue almost not be considered as profession yet. Within everywhere in the world. Schools foster the the continuum between occupation and mediocrity if there is no permanent devel- profession, they are located somewhere opment of their staff and the promotion of in-between and could be described as the learning (Burton et al., 2011). Knowledge

65 Journal of Contemporary Management Issues has become perhaps the most important to legitimize the importance of education, capital of modern times. In this regard, the they are undoubtedly an additional burden European Union seeks to strengthen the for the implementation of reforms in this common labour market based on clear and subsystem. comparable qualifications, insisting on their quality. Attention is, therefore, paid to the Further development of education pro- modernization of education systems and grams can be done at the mezzo level, thus professional development of school staff. strengthening the school principals’ professionalization. The non-formal education is The principals’ professional develop- often criticized for lack of systematisation, ment is hindered in Croatia by insufficient while formal education overlooks practice articulation of the role of education within due to the focus on theories. International the socio-economic development, which is studies suggest their simultaneous develop- currently missing. Hence the education is ment that will continually provide knowl- changing very slowly. Consequences are edge for the successful appointment and the peripheral position of the service society retention of the principal position (Darling in Croatia, with regard to the international Hammond et al., 2010). Mentoring is also level, and a low participation in adult edu- proposed as a part of the formal programs cation (Peračković, 2010; Brčić Kuljiš & and a form of linking theory with practice. Koludrović, 2016). In such social condi- Mentors prepare candidates for practice and tions, the centralization of education system allow them to access professional networks can last for a long time and have negative (Mulford, 2003). In line with such recom- impacts on development of professional el- mendations, the postgraduate study for ements of school principals. education of school principals, conducted by the Faculty of Humanities and Social (2) Mezzo level includes education as a Sciences in Rijeka, has introduced the social subsystem. Macro level impacts are work with prominent mentors in schools. clearly reflected here by the fact that the im- Mentoring can be a mode of connecting plementation of the Strategy for Education, universities and principals’ professional as- Science and Technology, adopted in 2014, sociations. Universities need to empower is still inadequate. The trademarks of the such associations through the joint confer- proposed educational reform are conflicts ences, research projects, reform initiatives of different groups within the subsystem. etc. Well-organized professions are much No profession is completely homogeneous, more successful in expanding the expertise so occasional tensions may exist among and legitimizing their competences. its stakeholders (practitioners, experts in managerial positions, academic staff that (3) Micro level refers to the school con- provides knowledge etc.) (Andrews & text. When the macro- and mezzo- level Wærness, 2011). However, conflicts in conditions become more favourable, we Croatian education system seem to be a per- should not expect the educational decen- petual feature, because of the absence of so- tralization and professional development cial reforms in general. Such reforms would of school staff to develop without resist- enable socio-economic development with a ance. According to the research in the post- clear role of education. Otherwise, there is socialist countries of Southeast Europe, much room for symbolic and ideological teachers are not interested in participating conflicts. While conflicts may well be used in school leadership and activities that are

66 Management, Vol. 24, 2019, Special Issue, pp. 55-72 R. Relja, T. Popović, T. Gutović: ANALYSIS OF ELEMENTS AND PROCESS OF SCHOOL... not determined by an employment contract through the principals’ professional asso- (Terek et al., 2015; Nathanailli, 2015; Vican ciations, the impact on the design of a fa- et al., 2016). Such passivity stems from an vourable education policy is expected, as over-reliance on hierarchical structure and well. Unfortunately, significantly improved the pure implementation of ascribed tasks, results of Croatian students on international which is the legacy of education in social- tests are still missing, as is the moderniza- ists’ economies, where flexible workers tion of the education system in general. were not needed. Surely, it will not be easy Responsibility for such a situation can be to become a professional principal in such attributed to different stakeholders of this an environment, especially if other employ- social subsystem, as highlighted in the pre- ees do not share the work enthusiasm. On vious chapter. the other hand, some studies show that even The insufficient co-operation of prin- a part of principals do not communicate cipals within their professional associa- enough their decisions with other employ- tions has been also hypothesized in the ees (Blažević, 2014). These are noticeable second hypothesis. At this moment, it does deficits for the development of participative not seem that principals are a strong and leadership on which modern education in- cohesive group that significantly affects stitutions are based (Vican et al., 2016). educational policies. Consequently, their The educational authorities are not par- relatively low status at the societal level is ticularly persistent in the professionaliza- reasonable, which proved the third hypoth- tion of school principals. Entrepreneurial esis. Most principals, however, intend to keep their job in the future, which can be behaviour is a recommendation for the linked to their high professional satisfac- future. In addition to solving the current tion (fourth hypothesis). In their opinion, problems, it can create the strategic per- they are doing the best they can in the cur- spectives of the school. Principals should rent situation of centralized education that be encouraged to develop the educational limits individual initiatives and develop- management and leadership skills among ment of schools that would meet the needs the school staff, for this is a prerequisite of of the labour market and the imperatives of quality work and school effectiveness. lifelong learning. The decentralized education policy is needed, along with the professional development of school staff, in order 5. CONCLUSION to effectively deal with ever greater respon- sibilities. Principals’ active engagement Acceptance of the first research hypoth- and cohesion are needed for the improve- esis in this paper was expected, due to the ment of the schools and education system strategic efforts that point to the necessity as a whole. Otherwise, achieving its strate- of school principals’ professional develop- gic goals seems hopeless. The efficiency of ment in Croatia. Lack of principals’ pro- their professionalization needs to be more fessional expertise is the recent topic of systematically explored in the future in or- education policy even globally. It is hard der to guide these processes scientifically, to expect a relevant social status of princi- with the ultimate intent of improving school pals whose students do not gain high edu- results. cational achievements. They are expected to be determined, competent and creative An important research topic is the sat- in running the school. On the group level, isfaction of attendants of postgraduate

67 Journal of Contemporary Management Issues studies. Of great importance for the princi- such an orientation, the meaning of profes- pals’ professionalization may be the analy- sion that serves the public good is achieved, sis of usability of the acquired knowledge balancing between different aspirations of in such a way. This can be done, for exam- the market and bureaucratic organizations ple, by conducting a comparative analy- (Freidson, 2011, Riska, 2010). sis of differences in the work of principals who attended study programs and those Qualitative methods should also be ap- who did not. Differences in entrepreneurial plied more frequently. They are designed values and practices, orientation towards to reach smaller populations, such as pro- stakeholders and self-efficacy are some of fessional teams and associations, as well the possible research topics. The profes- as topics, such as participation in decision- sional programs should be tailored in line making, together with relevant ministries with the findings. In spite of several pa- and agencies, the effectiveness of legisla- pers that question principals’ orientation tion etc. Overall, the recentness of school towards the education stakeholders (e.g. principals’ professionalization is notewor- Alfirević et al., 2011; Pavičić et al., 2016), thy, which opens up numerous opportunities systematic and occasional research on al- for conducting research in future. truism of school principals is necessary. In

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71 Journal of Contemporary Management Issues

ANALIZA ELEMENATA I PROCESA PROFESIONALIZACIJE RAVNATELJA ŠKOLA U HRVATSKOJ

Sažetak suradnja sa strukovnim udrugama u definiranju profesionalne socijalizacije (autonomija) i visoki Kombiniranjem atributivno-taksonomskog i socijalni status (atraktivnost) kao posljedica pret- procesnog pristupa profesiji, proizašlih unutar hodnih elemenata. Ukazujući na kontekstualne različitih socioloških tradicija, analiziraju se specifičnosti, u diskusiji se iznose poticaji, pre- elementi profesije i profesionalizacija ravnate- preke i preporuke za daljnju profesionalizaciju lja škola u Hrvatskoj. Istraživanje je provedeno ravnatelja. Ističe se važnost profesionalnog obra- metodom ankete tijekom 2017. godine. Uzorak zovanja u čijem osmišljavanju i provedbi treba- je prigodan, a obuhvatio je 73 ravnatelja koji ju sudjelovati predstavnici strukovnih udruženja su sudjelovali u programu istraživačkih aktiv- ravnatelja, kao i decentralizacija školstva kako bi nosti Znanstvenog centra izvrsnosti za školsku se ekspertiza mogla razvijati u praksi. Kao pro- efektivnost i menadžment. Dovodeći ih u vezu s fesionalci usmjereni na dobrobit dionika sustava prethodnim istraživanjima Centra, naši rezulta- obrazovanja (altruizam), ravnatelji trebaju odre- ti pokazuju kako ravnatelje u Hrvatskoj ne mo- đivati uvjete profesije zbog njene atraktivnosti i žemo smatrati profesijom, jer izostaju temeljni privlačenja najboljih kandidata. elementi koji razlikuju zanimanje od profesije. Specifičnije, nedostaju ekspertiza u području Ključne riječi: profesija, profesionalizacija, obrazovnog upravljanja i vođenja (autoritet), ravnatelji, obrazovanje, Hrvatska