Educational Management and Leadership in Montenegro

Abstract

The author analyses educational management and leadership in Montenegro based on qualitative data from focus groups and in-depth interviews. Starting with an analysis of the Montenegrin educational system and the challenges it faces, the socio-economic context of principals’ practices and associated educational policies is described by using an analysis of strengths, weaknesses, opportunities and threats (SWOT). Separate analyses are provided for the elementary and secondary education levels and are related to the relevant national and EU policy frameworks. The role and position of principals in educational institutions in the national educational system are further discussed, along with the authority and responsibility of other key stakeholders. The special importance of the leadership role in the educational reform process is emphasised. On the other hand, the governing mechanisms, including school boards and their role with regard to principals, are also described, along with the existing governance practices. The findings of qualitative research conducted in Montenegro are compared to the recommendations from literature, describing the educational landscape and practices of countries which can be described as the most developed market societies. Nevertheless, some of the practices described by participants of the empirical research in Montenegro are singled out as applicable generic tools/benchmarks. These are presented along with policy recommendations for educational reform in Montenegro.