Professionalization of The Principal’s Role

Tihana Kokanović,Siniša Opić

doi:10.23947/2334-8496-2021-9-2-241-252

Abstract

The aim of this work is to point out the importance of the professionalization of the principal’s role in education institutions, with an accent on preschool institutions. The sample included principals (N=57) of preschool institutions in Central Croatia. The goal was to test the mediation relationship through SEM and examine the direct influence of interpersonal relationships within the preschool institution on the development of its work quality; furthermore, to test the indirect influence of these relationships by introducing the mediation variable of professional competence. The structured modelling in the AMOS was applied for testing the direct and indirect influence. The contribution of interpersonal relationships on the work quality is high and statistically significant (β=0,920), which confirms the direct influence. For testing the mediation effects, a bootstrapping method was designed that confirmed the indirect influence of interpersonal relationships on the work quality with the statistically significant serial mediator of professional competence (p= 0,016), thereby confirming partial mediation. This research determined that positive interpersonal relations, mediated by the principal’s professional competence, have a positive effect on the work quality of a preschool institution. In order for preschool institutions to reach the desired quality, it is necessary for them to be managed by professionally empowered and expert principals who promote prime cooperative relationships as the starting point in developing a high-quality institution. The results of this research contribute to a clearer perception and understanding of the professionalization of the principal’s role through key areas of his/her work and activity, and the possibility of their practical implementation into education institutions.

Highlights

The role of the principal is key in the process of development and work quality of the preschool institution and its stakeholders
In line with the sign of the regression coefficient, it is concluded that the positive perception of interpersonal relationships leads to the increase of the work quality of a preschool institution
Nowadays it is expected of the principals to develop and promote the vision, plans, politics and action in cooperation with employees, parents and children/students in order to more efficiently and successfully head the preschool institution

Summary

Introduction

The role of the principal is key in the process of development and work quality of the preschool institution and its stakeholders. Since early development and learning of children is considered significant for the development of a stable personality, it is key that the first institution children are involved in is directed toward high-quality work improvement. The documents accentuate skills of deliberation and self-reflection, assuming responsibility for one’s own professional development and of other participants, and the competences required for creating educational policies and introducing innovation in the educational practice. In order to set a clear competence frame necessary for successful management of a preschool institution, regulating the principal’s role from a function into a profession is required. The professionalization requires continuous lifelong learning in order for the principals to keep www.ijcrsee.com 241

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Conclusion