Abstract
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 primaryand 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.
Highlights
In most international reports that specify the factors of successful education systems and schools, among the most commonly specified factors are a high degree of participation of teachers in making decisions on important aspects of school performance, and the appreciation of teaching profession in society
Apart from the declarative level, the content of major policy documents that guide the development of the education system at the international and national levels provides very little knowledge about the actual efforts of the authorized decision makers in education policies aimed at strengthening the professional capacities and the role of teachers as active participants in the creation of education policy
The research results indicate that in the teacher education programs the least represented elements are those that develop competencies related to the social role of teachers, understanding the education system and education policy or raising awareness of the importance of their contribution to the development of education. This information is significant, since it is in compliance with development perspectives and the role of teaching profession in the context of successfully coping with the challenges of the global education policies. These are the following competencies (Spasovski, 2010): willingness to participate in public debates on education topics; monitoring and participating in the activities of relevant bodies at various levels of education system; the ability to participate in projects in the field of education; understanding national priorities in education; willingness to cooperate with the local community in organizing program activities; ability to anticipate new labour market requirements related to education; ability to conduct research for the advancement of education; understanding of legislation and authority in education; willingness to cooperate with the stakeholders of health and social institutions; and willingness to participate in school development plans
Summary
In most international reports that specify the factors of successful education systems and schools (such as, OECD, 2010, 2013; Sahlberg, 2012), among the most commonly specified factors are a high degree of participation of teachers (along with school principals and their associates) in making decisions on important aspects of school (and the education system) performance, and the appreciation of teaching profession in society. This information is significant, since it is in compliance with development perspectives and the role of teaching profession in the context of successfully coping with the challenges of the global education policies (such as, Rizvi & Lingard, 2010; OECD, 2010; Ben-Perez, 2009) These are the following competencies (Spasovski, 2010): willingness (of teachers) to participate in public debates on education topics; monitoring and participating in the activities of relevant bodies at various levels of education system; the ability to participate in projects in the field of education; understanding national priorities in education; willingness to cooperate with the local community in organizing program activities (e.g. organising practical training in local businesses); ability to anticipate new labour market requirements related to education; ability to conduct research for the advancement of education; understanding of legislation and authority in education; willingness to cooperate with the stakeholders of health and social institutions; and willingness to participate in school development plans. The analysis of these variables generally showed no statistically significant differences in the examined opinions
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