dc.contributor | Ševkušić, Slavica | |
dc.contributor | Malinić, Dušica | |
dc.contributor | Teodorović, Jelena | |
dc.creator | Wiesner, Christian | |
dc.creator | Schratz, Michael | |
dc.date.accessioned | 2021-11-03T10:49:01Z | |
dc.date.available | 2021-11-03T10:49:01Z | |
dc.date.issued | 2019 | |
dc.identifier.isbn | 978-86-7447-149-4 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/685 | |
dc.description.abstract | The Austrian school system has historically been characterized as highly
bureaucratic and strongly regulated. Several policy approaches have been made to
counteract the numerous parallel structures and too little congruence in task-orientation
and responsibility. A shift towards more school-based innovation has initiated
a slow movement towards more decentralization and deregulation, but principals
are still confronted with restricted autonomy, which makes it difficult for them
to empower their faculty for collective action. The introduction of national testing
has led to some incremental changes. However, deep-rooted cultural mechanisms
continue to successfully promote decentralization and stability as the most highly
valued sources of educational quality. Austria’s participation in international projects
has given a lift to mobilizing research potential on school leadership. Recently,
the transformation of school governance has become a major focus of educational
reform, which has stimulated various investigations to explore and evaluate various
national strategies of school governance with respect to their contribution to quality
development of the school system. Research focuses on the role of principals as
change agents, for example in evidence-based measures such as standardized testing
or school inspection as an external evaluation. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Institute for Educational Research | sr |
dc.publisher | Jagodina : Faculty of Education, University of Kragujevac | sr |
dc.publisher | Szeged : Hungarian-Netherlands School of Educational Management, University of Szeged | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Leadership in education : Initiatives and trends in selected European countries | sr |
dc.subject | leadership development | sr |
dc.subject | system transformation | sr |
dc.subject | FieldTransFormation360 | sr |
dc.subject | leadership for learning | sr |
dc.subject | leadership culture | sr |
dc.title | Principalship in Austria: balancing accountability and improvement | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 30 | |
dc.citation.spage | 11 | |
dc.description.other | Collection name: “PEDAGOGICAL THEORY AND PRACTICE” 49 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2043/Principalship_in_Austria_balancing_accountability_and_improvement_2019.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_685 | |
dc.type.version | publishedVersion | sr |