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Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy

By Vesna Kovač, Branko Rafajac and Iva Buchberger

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 primary and 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

Topics: education policy, school management, teachers’ compe - tencies, teaching profession, educational reforms, teachers’ decision making, Education (General), L7-991
Publisher: University of Ljubljana
Year: 2014
OAI identifier: oai:doaj.org/article:e4d1baba76494c8e8b467d5ffb13e095
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