Abstract
The job of the school leader is becoming very difficult. During a working day, he has to face a variety of challenges and to find solutions for many problems of all kinds. The concerns and interests of parents, teachers and district administration do not always coincide. (Johnson, 1976: 80). On the other hand, public schools do not select the pupils who will attend. (Ibid) The children community in school is growing diverse due to their family origins which have different and unique structures, and to demographic movements. A diverse community represents diverse demands. The school leader shall be the manager and the teacher, the planner and the implementer, the school advocate and its critique, so as to be committed and able to perform its responsibilities (Pierce & Stapleton, 2002), comply with the requirements of DAR and MAS and find the right balance between different stakeholders. There are many complex roles a leader shall take which means assuming many accountability, however, not always justified by the salary. But, our main concern is to save the public schools, and in order to be able to compile such a mission, we need a new kind of leadership, visionary, able to understand what will happen to school at 5 to 10 years following, to identify problems and to know how to respond the needs in change of the community (Pierce & Stapleton, 2002). This essay is a review of key issues, trends and current policy in Albanian school leadership at pre-university education system during 1995-2012. DOI: 10.5901/jesr.2015.v5n3p201
Highlights
Reforms in education doesn't last more than the mandate of policymaker (Elmore, 2004)
An increasing number of undertaken reforms are relating with educational practices in response of new demands for accountability and quality, teacher professional development, curricula, textbooks, technological innovations and their use in classes, the performance of students and the skills required to challenge job market, etc
A significant role for training school leader is played by various national and international nongovernmental agencies operating in Albania, which organize through different projects workshops for school management
Summary
Reforms in education doesn't last more than the mandate of policymaker (Elmore, 2004). It is almost impossible for the leader to dismiss an incompetent teacher or such a mission requires extensive efforts and DAR proceedings, which often are forced to end up without an effective resolution This drawback can be compensated, by way of a good leadership and communication skills so as to create the necessary climate of cooperation and improvement (when necessary). Despite the established authority responsible for selecting the school leaders, there are some formal minimum requirements to be met for candidates which are almost identical in both types of institutions (public or private), such as: the candidate shall hold a university degree in the field of education and other qualifications and he should have teaching experience. Communication skills and group work; Knowledge on information technology; Documents to be submitted:
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