Teorijski pristupi liderstvu u obrazovanju

In the paper we take into consideration a short review and the analysis of the major theoretical approaches to leadership with the special attention to modern thining about leadership in education. It is determined which approaches represent good basis for planning the activities with the purpose of promoting leadership in schools. The main conclusion of the analysis is that the shown theoretical approaches shed light to different aspects of leadership and that in the theoretical researches and practical considerations it is the integrative approach very often in need. The integrated leadership gives very pragmatic and operative frame for action in the direction of leadership.Polazeći od toga da su u domaćoj literaturi malobrojni pregledni radovi o liderstvu u obrazovanju, u ovom radu napravili smo kratak prikaz i analizu glavnih teorijskih pristupa liderstvu, sa posebnim osvrtom na savremena razmišlja- nja o liderstvu u obrazovanju, kako bismo utvrdili koji pristupi predstavljaju dobru osnovu za planiranje aktivnosti u cilju unapređivanja liderstva u školama. Jednim delom, reč je o pristupima koji se odnose na liderstvo “uopšte”, dok su drugi pristupi (poput transformativnog, pedagoškog i integrisanog liderstva) čvrsto zasnovani na nalazima istraživanja u obrazovanju. Glavni zaključak analize je da prikazani teorijski pristupi osvetljavaju različite aspekte liderstva i da je u teorijskim, istraživačkim i praktičnim razmatranjima često nužno imati integrativni pristup. Upravo zato se u radu posebno ističe značaj integrisanog liderstva kao savremenog pristupa koji, pored toga što je teorijski i empirijski dobro zasnovan, pruža veoma pragmatičan i operativan okvir za delovanje u pravcu razvoja liderstva u školama

Value added of schools in Serbia

Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students' individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia

Standards of teacher competencies in Serbia: comparative analysis with selected countries

Many countries have embarked on creating standards of teacher competencies with the ultimate goal of improving teaching in their schools. The aim of this paper is to compare Standards of teacher competencies in Serbia with those in countries/regions which perform well on PISA (Australia, Singapore, Ontario, Estonia, the Netherlands and Slovenia) in order to highlight important similarities and differences which potentially account for teacher quality in those countries, as well as inform policymakers in Serbia on how to reformulate standards of teacher competencies and, consequently, improve teacher quality and pupil outcomes. The criteria on which sets of standards in different countries are compared are: development of standards (who and how developed the standards), content of standards (subject knowledge, didactics, etc.), differentiation of standards (existence of separate sets of competencies for novice teachers, experienced teachers, etc.), purpose of standards (teacher certification, performance monitoring, career progression, accreditation of teacher education providers, etc.), and context in which the standards operate (whether they are a part of a larger framework of standards and educational practices or not). Several important differences exist between the Standards of teacher competencies in Serbia and selected countries, the greatest being the much higher level of utilisation of standards in various segments of teacher professional lives in those countries than in Serbia. Recommendations for the improvement of standards of teacher competencies in Serbia are dra

Validation of Scales for Measuring Factors of Teaching Quality from the Dynamic Model of Educational Effectiveness

Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects

Roles and tasks of a principal in Serbia : now and then

Standardi kompetencija direktora ustanova obrazovanja i vaspitanja u Srbiji (2013), kao i zakonska regulativa koja se odnosi na direktore, propisuju kompleksne i raznovrsne uloge i zadatke. Novija istraživanja u oblasti obrazovnog liderstva pokazuju da su direktori veoma opterećeni, zbog čega im je posebno teško da uspostave ravnotežu između dve najvažnije uloge: pedagoškog lidera i menadžera škole. Cilj ovog rada je da utvrdimo da li je pomenuti problem, na koji direktori ukazuju, nov ili je postojao i u prošlosti. S tim u vezi, analizirale smo radove o direktorima škola koji su objavljeni u časopisu Nastava i vaspitanje u periodu od početka izlaženja časopisa (1951. godine) do osamdesetih godina 20. veka. U tekstovima smo tragale za opisima uloga direktora, za sadržajem zadataka putem kojih se ove uloge ostvaruju, kao i za iskazima autora koji potencijalno ukazuju na problem balansa između dve najvažnije uloge. Na osnovu analize sadržaja 14 tekstova utvrdile smo da su autori značajno više pažnje posvetili razmatranju pedagoško-instruktivne uloge direktora, nego razmatranju uloge direktora kao menadžera škole. Pedagoško-instruktivnu ulogu opisuju kroz sledeće zadatke: planiranje i programiranje nastavnog procesa, posete časovima, praćenje rada nastavnika i pružanje neophodne pomoći posebno mlađim nastavnicima, praćenje učeničkog znanja i napredovanja, planiranje i organizacija individualnog i kolektivnog stručnog usavršavanja nastavnika, stvaranje uslova za efikasnu saradnju sa školskim pedagogom i tako dalje. Na osnovu istraživanja i iskustava iz školske prakse autori su ukazivali na to da je pedagoška uloga direktora zapostavljena, zbog njihove opterećenosti poslovima koji pripadaju menadžerskoj ulozi. Pored toga, ukazivali su i na nedostatak istraživanja u oblasti pedagoškog liderstva, kao i na potrebu za organizovanjem seminara koji bi se programski zasnivali na stvarnim interesovanjima i potrebama direktora škola. Dakle, rezultati naše analize upućuju na relativno dug vremenski period postojanja sličnih problema u oblasti obrazovnog liderstva u Srbiji, što bi trebalo da predstavlja dodatni podsticaj za istraživače i kreatore obrazovnih politika u pronalaženju adekvatnih strategija podrške direktorima škola u balansiranju ključnih uloga. U radu se diskutuje o rešenjima – kao što su distributivno liderstvo, mentorstvo i facilitacija prilikom uvođenja novih direktora u posao – koja su se u drugim obrazovnim sistemima pokazala kao efektivna za unapređivanje kvaliteta rada škole.Standards of competencies for principals of educational institutions in Serbia (2013), as well as the legislation related to principals, stipulate complex and diverse roles and tasks. Recent research in the field of educational leadership shows that principals are overburdened, and therefore have difficulties in balancing out the two most important roles: of educational leader and school manager. The objective of this paper is to determine whether this problem, signalled by the principals, is new or has existed in the past as well. In this regard, we analysed the articles on principals published in the journal Teaching and education from the beginning of its publication (1951) till 1980s. In the articles, we searched for descriptions of the principals’ roles, the content of their professional tasks, as well as for authors’ statements that potentially point to the problem of balancing the two most important roles. Based on the content analysis of 14 articles, we found that the authors paid much more attention to educational and instructive role of the principal than to the principal’s role of a school manager. They describe the educational and instructive role through the following tasks: planning and programming of the teaching process, visits to classes, monitoring the work of teachers and providing necessary assistance particularly to younger teachers, monitoring of students’ knowledge and progress, planning and organization of individual and collective in-service teacher trainings, creating conditions for efficient cooperation with a school counsellor and so on. Based on the research and experience from the school practice, the authors indicated that the educational role of principals was neglected due to burden of tasks belonging to managerial role. In addition, they pointed to the lack of research in the field of educational leadership, as well as to the need for organizing seminars which would be topically based on real interests and needs of principals. Therefore, the results of our analysis point to a relatively long period of similar problems in the field of educational leadership in Serbia, which is supposed to provide additional motivation to researchers and educational policy makers for finding adequate strategies for supporting the principals in balancing their key roles. The paper discusses solutions - such as distributed leadership, mentoring, and facilitation in introducing new principals into job - that have proven effective in other education systems in improving quality of school’s operation.Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksaBook of abstracts / 24th International Scientific Conference "Educational Research and School Practice

Value added of schools in Serbia

Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students' individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia

Faktori postignuća učenika iz matematike i prirodnih nauka: TIMSS 2019 u Srbiji

Međunarodna studija TIMSS pruža velike mogućnosti za upoređivanje postignuća učenika između zemalja, ali i ispitivanje činilaca koji utiču na postignuće učenika. Važno je istražiti ove činioce jer se na taj način mogu postaviti prioriteti u oblasti obrazovne politike, odnosno usmeravati ljudski i finansijski resursi na one prakse koje najviše vode visokom postignuću učenika.Naziv zbirke: Biblioteka „Pedagoška teorija i praksa” 53Za materijale Međunarodne asocijacije za evaluaciju obrazovnih postignuća (International Association for the Evaluation of Educational Achievement – IEA) koji su prikazani u ovoj knjizi dobijena je dozvola pod brojem IEA-21-021Komisija za ocenu etičnosti u naučnoistraživačkom radu Instituta za pedagoška istraživanja donela je odluku 23. aprila 2021. godine da je tematski zbornik TIMSS 2019 u Srbiji u skladu sa Pravilnikom o etičnosti u naučnoistraživačkom radu Instituta za pedagoška istraživanja

Programi stručnog usavršavanja nastavnika - procenjena korisnost i obrazovni efekti

The system of professional development in Serbia presents the key mechanism for improving professional competencies of teachers. Programmes for professional development and improvement of professional competencies of teachers represent a special place in this system. The estimation of their effects is primarily based on studying of perception of teachers and their satisfaction with the programmes of professional development, so there are not thorough data about the other, significant determinates of the quality of the programme (knowledge and skills, changes in teaching praxis, achievements of students, etc). The perception of teachers about the significance and usage of programmes and students' achievement are represented as research in this paper. Three separate samples were studied for correlation between the teachers' estimation of usage of the certain programme of professional development and average result of the class at the mock and final test (Mathematics test, Serbian Test and Combined Test) during the school year 2014/2015. It was determined that there is no connection between the quality of the programme of professional development measured by teacher's perceptions and students' achievements measured by the results and the mock and final test. The authors interpret these results in the context of the existing systematic solutions and different organisational and conceptual restrictions which follow the exhibiting system of professional development in Serbia, concluding that it is necessary for the future research to widen the scope of the research topics so that knowledge of this filed should be fulfilled.Sistem stručnog usavršavanja u Srbiji predstavlja ključni mehanizam za unapređivanje profesionalnih kompetencija nastavnika. Posebno mesto u ovom sistemu imaju programi stručnog usavršavanja. Procena njihovih efekata uglavnom se zasniva na ispitivanju percepcija nastavnika i njihovog zadovoljstva programima stručnog usavršavanja, tako da izostaju pouzdani podaci o drugim, važnim pokazateljima kvaliteta programa (znanja i veštine nastavnika, promena nastavnih praksi, učenička postignuća i slično). U radu je predstavljeno istraživanje koje je imalo za cilj utvrđivanje povezanosti percepcija nastavnika o korisnosti programa stručnog usavršavanja i postignuća njihovih učenika. Na tri zasebna uzorka ispitivana je korelacija između nastavni­kove procene korisnosti određenog programa stručnog usavršavanja i prosečnog rezultata njegovog odeljenja na probnom završnom ispitu (na testu iz matematike, srpskog jezika i kombinovanom testu) u 2014/2015. školskoj godini. Utvrđeno je da ne postoji nikakva povezanost između kvaliteta programa stručnog usavršavanja merenog putem nastavničkih percepcija i učeničkog postignuća merenog rezultatima na probnom završnom is­pitu. Autori dobijene rezultate tumače u kontekstu postojećih sistemskih rešenja i različitih organizacionih, ali i konceptualnih ograničenja koja prate postojeći sistem stručnog usavršavanja u Srbiji, zaključujući da je neophodno u budućim istraživanjima proširiti obim istraživačkih tema kako bi se upotpunila saznanja u ovoj oblasti

Nalaženje parazitskih nematoda kod riba na tržištu

When placing the fish and fish products on the trade it is necessary to pay attention to the presence of zoonotic parasites that can lead to infection of people especially if the fish is consumed raw or undercooked. Epidemiologically the most important are helminths from the group of Nematoda. The most important are Anisaxis spp. and Eustrongylides excisus. Anisakiasis is a serious zoonotic disease with a dramatic increase in prevalence throughout the world in the last two decades. The larvae are found in marine fish species most frequently in sardines, herring and mackerel. Eustrongylidosis is a disease that occurs primarily in freshwater fish species: catfish, zander and pike, a cause is a parasite of the genus Eustrongylides of which the most important species is Eustrongylides excisus. In this paper, the nematodes that occur in fish that are present in the market in the Republic of Serbia are present. Investigations of Anisaxis spp. were carried out at the Institute of Veterinary Medicine Novi Sad in the period of 2000-2013. Total of 2414 samples of imported marine fish was inspected. In 25 (1.29 % ) samples of herrings (Clupea harengus ) and mackerels ( Scomber scombrus ) was identified Anisakis spp. Investigations of Eustrongylides spp . were carried out in the period 2010-2013 at the Danube-Tisa-Danube Canal. Samples were collected from zander (Sander lucioperca) and European catfish (Silurisglanis) in which the presence of nematodes was found in the abdominal cavity, muscles, the lumen of the stomach and gastric wall where the parasites were encapsulated. Individuals of zander were examined during the 2013 at the Veterinary Institute Novi Sad, where the presence of larvae Eustrongylides spp. u muscle was detected. In order to avoid infecting people with parasites of fish it is necessary to carry out continuous control and monitoring. Fresh fishes and traditional fish products must be inspected for the presence of parasites before they find on the trade. Continuous education is a key factor in combating zoonotic diseases. Avoid consumption of raw or poorly cooked fish is still the best preventive procedure.Prilikom stavljanja u promet i pregleda ribljeg mesa i proizvoda od ribe treba obratiti pažnju na prisustvo zoonotskih parazita koji mogu dovesti do inficiranja ljudi naročito ako se riba konzumira sirova ili termički nedovoljno obrađena. Sa epidemiološkog aspekta najveći značaj imaju helminti iz grupe Nematoda. Najznačajnije su Anisaxis spp. i Eustrongylides excisus. Anisakijaza je ozbiljno zoonotsko oboljenje sa dramatičnim porastom prevalence širom sveta u poslednje dve decenije. Larve se mogu naći kod morskih vrsta riba najčešće kod sardine, haringe i skuše. Eustrongilidoza je oboljenje koje se javlja kod slatkovodnih riba prvenstveno grabljivica: soma, smuđa i štuke, a izazivaju je paraziti iz roda Eustrongylides od kojih je najznačajnija vrsta Eustrongylides excisus. U ovom radu prikazane su nematode koje se javljaju kod riba koje su prisutne na tržištu u Republici Srbiji. Istraživanja prisustva Anisaxis spp. su sprovedena na Naučnom institutu za veterinarstvo Novi Sad u periodu 2000-2013. Ukupno je pregledano 2414 uzoraka riba iz uvoza od čega je u 25 (1.29%) utvrđen Anisakis spp., kod haringe (Clupea harengus) i skuše (Scomber scombrus). Istraživanja prisustva Eustrongylides spp. su sprovedena u periodu od 2010-2013 godine na kanalu Dunav-Tisa-Dunav. Prikupljeni su uzorci konzumnog smuđa (Sander lucioperca) i soma (Siluris glanis) kod kojih je utvrđeno prisustvo nematoda u abdomenu, muskulaturi, lumenu želuca i želudačnom zidu gde su paraziti bili inkapsulirani. Jedinke smuda pregledane se tokom 2013. godine i na Naučnom Institutu za veterinarstvo Novi Sad gde je utvrđeno prisustvo larvi Eustrongylides spp. u muskulaturi. Kako ne bi došlo do zaražavanja ljudi zoonotskim parazitima riba neophodno je sprovoditi stalnu kontrolu i monitoring. Sveže meso ribe i tradicionalni riblji proizvodi pre nego što se nadu u prometu moraju biti pregledani na prisustvo parazita. Kontinuirana edukacija je ključni faktor u borbi sa zoonozama a izbegavanje konzumiranja sirovog ili termički slabo obrađenog ribljeg mesa i dalje najbolja preventivna procedura

Leadership in education: the case of Serbia

The paper deals with major aspects of educational leadership in Serbia. First, the legislative framework is presented which, in the last several years, has considerably focused on the roles and obligations of principals, as well as their formal training and licensing. Then, the findings of the research on principals’ needs, problems and perspectives on leadership since 2000 are described. This section shows that principals are aware of the multitude of competencies that they need to have in order to professionally fulfill their duties, but that they also believe that many problems hamper them in their jobs: insufficient school funding, teacher employment policies, inconsistent legislation, poor selection procedures of principals, inadequate support from higher administrative levels and so on. Subsequently, the paper gives an overview of seminars, trainings and academic programs that comprise the current offering of professional development opportunities for principals. Among them, the master program developed within the Tempus project and the official state program developed by the Institute for the Improvement of Education are described in more detail. Finally, the authors present a set of recommendations for the improvement of educational leadership in Serbia.Collection name: “PEDAGOGICAL THEORY AND PRACTICE” 4