Principal’s Leading Role in the School

Rad se bavi problemom rukovođenja škole odnosno rukovodećom ulogom ravnatelja škole koja se promatra kroz njezine odrednice: motivaciju, komunikaciju, međuljudske odnose, razvoj škole, uvođenje inovacija i promjena, stručno usavršavanje djelatnika škole te ugled škole u društvu. Slijedom teorijske analize ovog problema provedeno je empirijsko istraživanje među ravnateljima i učiteljima osnovnih škola Splitsko-dalmatinske županije kojemu je bio cilj ustvrditi kako ravnatelji i učitelji percipiraju ulogu ravnatelja kao rukovoditelja škole, koliko su zadovoljni realizacijom rukovodeće uloge ravnatelja u školi i postoji li razlika u percepciji iste od strane ravnatelja i učitelja. Utvrđeno je da ispitanici rukovodeću ulogu ravnatelja u školi percipiraju kroz fleksibilnost i autoritativnost ravnatelja u samoj njezinoj realizaciji promatranu kroz njezine odrednice. Uglavnom su zadovoljni realizacijom rukovodeće uloge ravnatelja u školi, iako postoje određene razlike u percepciji s obzirom na socio-demografska obilježja ispitanika. Analizirajući sveukupne rezultate istraživanja, koji jesu na zadovoljavajućoj razini, vidljivo je da ipak ima prostora za bolju realizaciju pojedinih odrednica uloge ravnatelja kao rukovoditelja škole te otvaranje mogućnosti daljnjeg napredovanja i usavršavanja ravnatelja u ovom pogledu.This paper deals with a problem of school management, that is, a principal’s leading role in the management, seen through its determinants: motivation, communication, interpersonal relationships, school development, introduction of innovation and change, professional advancement and school’s reputation in the community. Following the theoretical analysis of this problem, an empirical study was conducted among principals and teachers of primary schools in Split-Dalmatia County, with the aim to establish how principals and teachers perceive the role of a principal as a school leader, how satisfied they are with the realization of the leader’s role, whether there is a difference in perception of the role from teachers’ and principals’ point of view. It was found that participants perceive the leadership role of school principals through principals’ flexibility and authority related to the roles’ very realization, as seen through its determinants. Participants are generally satisfied with the realization of principals’ role in school, although there are some differences in perception with respect to sociodemographic characteristics of respondents. Analyzing the overall results of the research, which are at a satisfactory level, it is evident that there is some place for improvement of certain determinants of the role of a principle as a school leader and for opening of opportunities for further principals’ advancement and development in this regard