Principals’ needs for

professional

development in the

field of creating an

inclusive school

culture

REPORT FOR CROATIA AND THE

REPUBLIC OF NORTH MACEDONIA

Ana Mlekuž and Manja Veldin

EDUCATIONAL RESEARCH INSTITUTE

Ljubljana, January 2022

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.



Principals’ needs for professional development in the field of creating an inclusive school culture

Report for Croatia and the Republic of North Macedonia Authors:

A n a Mlekuž

Manja Veldin

Language editing:

M urray Bales

Cover and layout: I

m presija

Publisher:

P e d a goški inštitut

For the publisher:

Igor Žagar Žnidaršič

Available at: https://www.edupolicy.net/portfolio-posts/principals-needs-for-professional-

development-in-the-field-of-creating-an-inclusive-school-culture-report-for-

croatia-and-republic-of-north-macedonia/

This research is part of the project HEAD: Empowering School Principals for Inclusive School Culture coordinated by Network of Education Policy Centers,

Croatia.

© 2022 Pedagoški inštitut, Ljubljana ISBN 978-961-270-380-6 (PDF) This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani

COBISS.SI-ID 95195395

ISBN 978-961-270-380-6 (PDF)

Abstract

The principal's pedagogical vision, goals, and leadership practices influence the way that diversity and inclusive school culture are reflected on the school level (Hajisoteriou & Angelides, 2013; Keung & Rockinson-Szapkiw, 2013; McGlynn, 2008). Since achieving inclusive school culture is a complex process, principals must be suitably trained (Davila, 2009; Young, et al., 2010). In order to develop a professional development programme for principals in Croatia and the Republic of North Macedonia, where such professional development activities are scarce, the EU KA3 project HEAD: Empowering School Principals for Inclusive School Culture addresses these topics. The present report thus provides the basis for the development of the said professional development programme and outlines what is needed for the professional development of primary and secondary school principals in this respect.

The current needs study included 273 principals (187 from the Republic of North Macedonia and 86 from Croatia). A newly developed questionnaire was used to gather the data on four sets of topics: (1) demographics, (2) previous professional development activity of principals in the area of an inclusive school culture, (3) professional development characteristics with the greatest positive impact on principals’ school leadership practices over the last 12 months, and (4) principals’ professional development needs in the area of inclusive school culture (based on the Inclusion Index; Booth

& Ainscow, 2002). Statistical analyses (reliability tests, descriptive statistics, t-tests) were performed with the IBM

SPSS Statistics 26 program.

Principals’

The results showed no statistically significant differences in needs for

the principals’ overall needs for professional development in the area of creating an inclusive school culture between the professional

two countries, nor by educational level, meaning that developmen

principals from each country can undergo the same professional development programme. More specifically, t in the field

principals reported a strong need for professional of creating

development in the areas of supporting collaboration with other stakeholders connected to the school, preparing school an inclusive

staff to respond to the students’ diversity, supporting parents'

active participation of in school life and ensuring an inclusive school

student learning experience, namely, areas upon which the culture

newly developed professional development programme should Report for Croatia and the

focus.

Republic of North Macedonia

Keywords: inclusive school culture, principals, professional development needs, Croatia, Republic of North Macedonia

Contents

1. Introduction

6

2. Theoretical framework

8

2.1 Inclusive education and inclusive school culture 8

2.2 School leadership for creating an inclusive school culture 10

2.3 Current study

11

2.3.1 Objectives of the study

11

2.3.2 Research questions

11

3. Methodology

12

3.1 Participants

12

3.2 The instrument

12

3.3 Procedure

13

3.4 Data analysis

13

4. Results

14

4.1 Additional study sample characteristics: principals’

15

professional and school background

4.2 Previous professional development activity of the 18

principals included in the study in the area of an inclusive school culture

4.3 Professional development characteristics with the 19

greatest positive impact on the principals’ school leadership over the last 12 months

4.4 Principals’ professional development needs in the area of 21

an inclusive school culture

5. Conclusion and recommendations

26

References

28

Annexes

33

Annexe 1a: Questionnaire on principals’ needs for professional 33

development in the field of creating an inclusive school culture (English version)

Annexe 1b: Questionnaire on principals’ needs for professional 37

development in the field of creating an inclusive school culture (Croatian version)

Annexe 1c: Questionnaire on principals’ needs for professional 41

development in the field of creating an inclusive school culture (Macedonian version)

Annexe 1d: Questionnaire on principals’ needs for professional 45

development in the field of creating an inclusive school culture



(Albanian version)

List of tables

Table 1: Characteristics of the schools in the two samples 17

Table 2: Croatian principals' reported needs for professional 24

development in the different areas of an inclusive school culture



Table 3: Macedonian principals' reported needs for professional 25

development in the different areas of an inclusive school culture List of figures

Figure 1: Educational background of the principals from 15

Croatia (%)



Figure 2: Educational background of the principals from the 15

Republic of North Macedonia (%)



Figure 3: Share of principals from Croatia included in the survey 15

by school type.

Figure 4: Share of principals from the Republic of North 15

Macedonia included in the survey by school type

Figure 5: Average work experience of the principals from 16

Croatia and the Republic of North Macedonia in different roles connected to the educational setting

Figure 6: Type of professional development connected to an 18

inclusive school culture that the principals from Croatia had taken part in over the previous 5 years

Figure 7: Types of professional development connected to an 19

inclusive school culture the principals from the Republic of North Macedonia had taken part in over the previous 5 years Figure 8: Characteristics of professional development activity 20

with the greatest positive impact on the principals’ school leadership over the previous 12 months (Croatia)

Figure 9: Characteristics of professional development activity 21

with the greatest positive impact on the principals’ school leadership over the previous 12 months (Republic of North Macedonia)





INTRODUCTION


and


especially

principals

must

be

responsive to the diversity found in school

and wider communities (Day et al., 2003).

The principals’ role is crucial since the

principal's values and conceptualisation of

multiculturalism have been shown to shape

the school’s philosophy, needs and

priorities, and indirectly the school culture

Inclusion in educational contexts usually

(Adalbjarnardottir & Runarsdottir, 2006;

means the inclusion of students with

Angelides, 2012). Research also shows the

disabilities into regular classrooms (van

principal's pedagogical vision, goals, and

Kraayenoord, 2007), yet in practice most

ways of leadership influence the way the

schools today confront broader aspects of

awareness of diversity is reflected on the

inclusion. Schools nowadays experience

school level (Hajisoteriou & Angelides,

growing diversity, not only with students

2013; Keung & Rockinson-Szapkiw, 2013;

with disabilities but also students from

McGlynn, 2008). Further, a key school

diverse cultural, linguistic, socio-economic

leadership task within diverse educational

and other different backgrounds (Gollnick

settings for achieving social justice within

& Chinn, 2002). Different students’

the school is to create an inclusive school

disabilities, greater migration, diversity

culture (Delpit, 1995; Foster, 1989), which

and a multicultural environment thus spell

can be supported by better preparing

new challenges and opportunities for

principals to employ inclusive and anti-

schools that strongly impact the work of

discriminatory practices and strategies,

teachers and, above all, of principals

develop school values that promote

(Billot, Goddard, & Cranston, 2007).

inclusion and multiculturalism, promote

collaboration among stakeholders and urge

Educational reform discourse over the last

teachers to do the same (Davila, 2009;

20 years has argued that schools, teachers

Young, et al., 2010).

PAGE | 06

We aim to address these topics in the EU

The

first

step

in

preparing

as

KA3 project HEAD: Empowering School

comprehensive and targeted a professional

Principals for an Inclusive School Culture,

development programme as possible was to

whose main objective is to develop a

identify the principals’ actual professional

programme

for

the

professional

development needs in the field of an

development of primary and secondary

inclusive school culture in the two

school principals in Croatia and the

countries. To this end, a study to help

Republic of North Macedonia with a view to

identify principals’ needs for professional

developing their capacities in establishing

development in the field of an inclusive

an inclusive school culture by creating

school culture in the mentioned countries

inclusive school policies and practices

was implemented. The study’s main

through participatory decision-making

objective was to explore what primary and

(NEPC, 2020). Even though the two

secondary school principals need in this

countries have some sort of training

field and hence to provide a platform for

programme[1] for their principals, the

the further development of professional

programmes focus more on the legal and

development programmes that support

administrative aspects of the principals’

these specific needs.

work and do not include topics like an

inclusive school culture, diversity, or

The report first provides the theoretical

social justice (MZO, 2020; NEPC, 2020).

framework

for

the

professional

Moreover, in both countries professional

development needs study, namely, the

development activities for principals are

definitions of inclusive education and an

lacking in the area of providing support for

inclusive school culture relied on in the

students

from

migrant

backgrounds

project, and how school leadership is

(European

Commission/EACEA/Eurydice,

connected to these concepts. The second

2019) or on topics like an inclusive

part of the report describes the study

education, diversity, or social justice.

design in detail – specifically, the

Especially in the Republic of North

objectives of the study, research questions

Macedonia, professional development for

and

methods

used

(participants,

principals is rare or unavailable (NEPC,

instruments, procedure, data analysis). The

2020).

results of the PD study are presented in the

report's third part. At the end, conclusions

[1] In Croatia, the Croatian Education and

and recommendations are set out with

Teacher Training Agency implements a few

respect to further development of the

one-day trainings for school principals,

programme based on the principals’

although no licensing procedure is in

identified

needs

and

the

annexes

place. On the other hand, in Northern

(questionnaires).

Macedonia candidates for school principal

positions must complete a six-module

training programme and pass a final

examination. However, candidates do not

need to posses a pedagogical background

and the licensing is conducted by the

national testing centre (NEPC, 2020).



[1] In Croatia, the Croatian Education and Teacher Training Agency implements a few one-day trainings for school principals, although no licensing procedure is in place. On the other hand, in Northern Macedonia candidates for school principal positions must complete a six-module training programme and pass a final examination. However, candidates do not need to posses a pedagogical background and the licensing is conducted by the national testing centre (NEPC, 2020).

PAGE | 07



2.THEORETICAL

FRAMEWORK

students

and

their

individual

developmental, cultural and personal

differences as well as schools’ capacity to

ensure that students’ needs arising from

such differences are met (van Kraayenoord,

2007).

2.1 Inclusive education and an

Due to the inclusion of children with

special needs (Eurydice, 2018a, 2018b),

inclusive school culture

several minority students, students from

various ethnic groups (Eurydice, 2020a,

Booth (2005) claims that inclusion is a

2020b) and a moderate number of migrant

philosophy that stresses the value of

children in educational settings in both

maximising the participation of all in both

Croatia and North Macedonia (UNHCR,

society and education by minimising

2019, 2020), the term inclusion used by the

exclusion and discrimination in their

HEAD project is not limited simply to

practices. Yet, the word inclusion does not

children

with

special

needs

but

have a single, agreed definition nor

encompasses all students regardless of

practices addressing it because what it

ethnicity, language, (dis)ability, socio-

means can vary across cultures and

economic status, gender and/or any other

education systems (Dyson, 1999). As noted

student characteristics that could be

in the introduction to this report, in its

perceived as different. The definition of

traditional meaning inclusion generally

inclusive education used for the purposes

refers to the inclusion of students with

of the study is thus that promoted by

disabilities in the mainstream educational

UNESCO (2005, 13–15):

process, but it can also hold a broader

meaning that acknowledges the diversity of



PAGE | 08

Taking all of this into account while also Inclusive education is seen

bearing the projects’ goals in mind, an

as a process of addressing

inclusive school culture is defined as an

and responding to the

environment in which (Booth & Ainscow,

diversity of needs of all

2002):

learners through increasing

1. all students and staff are valued equally;

participation in learning,

cultures and communities,

2. students participate in and are not

and reducing exclusion

excluded

from

school

cultures,

from education and from

communities, and the development of

within education.

curricula;

3. the cultures, policies and practices in

Three interconnected dimensions of school

schools are restructured to ensure they

improvement must be considered to

respond to the diversity of the students in

develop and promote inclusion in the

the local area;

school

context:

producing

inclusive

policies, developing inclusive practices,

4.

the

barriers

to

learning

and

and creating inclusive cultures where the

participation for all students are reduced;

latter in fact gives the basis for the

the difference between students is seen as

promotion of inclusion (Booth & Ainscow,

requiring resources to support learning

2002). In other words, the level of

rather than as problems to overcome;

inclusion in the school culture, which is

connected

to

shared

values

and

5. the role of schools in building the local

collaborative culture, can support or

community and developing related values

undermine the development of two more

along with increasing a sense of

dimensions: the development of inclusive

achievement is emphasised;

teaching and learning practices, and

inclusive policies (Macpherson 1999, as

6. learning arises from attempts to

cited in Booth & Ainscow, 2002). Many

overcome barriers to student participation

researchers (Delpit, 1995; Dyson et al.,

in efforts to change students’ well-being at

2002; Dyson et al., 2004; Foster, 1995)

schools;

confirm this premise by arguing that the

promotion of inclusion in schools is

7. the school is improving by both staff and

strongly supported by schools’ inclusive

students;

school culture, characterised by several

elements of shared values like a consensus

8. the school and communities foster

on the school’s respect of diversity,

mutually sustainable relationships; and

commitment to offer students equal

opportunities,

leaders

who

support

9. inclusion in education is recognised as

inclusive values, and levels of collaborative

one aspect of inclusion in society.

culture, such as a high level of staff

collaboration,

cooperative

problem-

solving, and a leadership style that

encourages participation.

PAGE | 09

2.2 School leadership for creating through their leadership practices (Geijsel

an inclusive school culture

et al., 2001; Leithwood & Jantzi, 2008;

Thoonen et al., 2011). They can also

For school leaders to be successful in

directly affect teachers’ professional

diverse

environments

and

promote

learning, collaboration among teachers,

inclusion, they must focus on the students’

and teacher participation in decision-

achievement overall alongside their needs

making and can indirectly affect teachers’

as individuals (Leithwood & Riehl, 2003;

sense of well-being and the quality of their

Mulford, 2008). The principal’s role holds

instructional practices (Thoonen et al.,

second place among all school-related

2011). It is also believed that students will

factors (classroom instruction in first

be more successful in environments in

place), which contribute to learning in

which their teachers feel supported and

school (Bartoletti & Connelly, 2013). In

actively engaged in learning (Johnston &

addition, the principal’s pedagogical

Hayes, 2007). To sum up, school leaders

vision, goals, and leadership practices

can influence teachers’ beliefs, attitudes

influence how interculturality is reflected

and practices, which are all important

on the school level (Keung & Rockinson-

elements of an inclusive school culture

Szapkiw, 2013). Moreover, the role of

(Ainscow,

2005)

that

supports

the

school leadership is believed to be critical

students’ diversity.

when the process of inclusion is being

strengthened in the school culture,

Several researchers have described the

regardless of the level of inclusion already

practices, attitudes and beliefs of a school

in place at the school (Kugelmass &

leader who is successful in creating an

Ainscow, 2003; Leo & Barton, 2006; Lipsky

inclusive school culture. School leaders

& Gartner, 1998). Riehl (2009) thus

achieve an inclusive school culture when

identifies

three

crucial

aspects

of

they:

successful

leadership

in

a

diverse

environment:

adopt a strategy of personalisation and

treat each student as an individual and

1. the development of new understandings

not as a representative of a certain

of diversity;

social group (Katz, 1999; Winfield,

Johnson, & Manning, 1993);

2. the promotion of inclusive pedagogical

respect the knowledge held by different

practices within the school by providing

students’ cultures that they bring with

support for change, enabling and also

them to school, are willing to learn

initiating it by supporting inclusive

about these cultures and, at the same

learning and teaching and moulding an

time, encourage teachers to learn about

inclusive school culture; and

them (Katz, 1999);

accept interethnic conflicts if they

3. building good relations and connections

occur and see them as an opportunity

between the school and the community.

for a positive change (Miron, 1997);

create a safe school environment that

School leaders can influence teacher

assures a high level of cooperation

engagement

and

commitment,

the

between students, teachers and parents

organisational culture and effectiveness

(Katz, 1999);

PAGE | 10

hold high expectations for all students NSDC, 1995) suggest that to ensure

(Baptiste, 1999);

effective professional development tailored

focus on the academic achievement of

to adult learners their experiences and

all students and provide them with

needs should be closely connected and

appropriate support (Cuban, 1989; Katz,

related to the context in which the

1999);

participants work. Even though Croatia and

redesign school structures to ensure

the Republic of North Macedonia are

equal and effective access to learning

becoming ever more diverse societies, the

and teaching for all (Blase et al., 1995);

professional development for principals

encourage teachers to question their

does not include topics like creating an

own pedagogical practices, especially

inclusive school culture, diversity or social

with respect to stereotypes (Parker &

justice, concerning which principals have a

Shapiro, 1993; Reed, 1978);

large impact on (MZO, 2020; Šola za

try to establish a relationship with

ravnatelje, 2020), that are the key to

parents (meet them at home or work,

creating an inclusive school environment.

obtain an interpreter if necessary) and

Accordingly, the objective of this study is

help parents develop competencies in

to research Croatian and Macedonian

areas where needed (Katz, 1999; Parker

principals’ experiences and needs in the

& Shapiro, 1993);

field of creating an inclusive school culture

play an active role in drawing attention

and to thereby provide a platform for the

to various forms of discrimination or

further

development

of

professional

inequality (Katz, 1999); and

development programmes that support

create an environment that encourages

principals in this respect.

the critique and deconstruction of rules

and relationships that place certain

2.3.2 Research questions

groups in an unequal position (Keyes,

Hanley-Maxwell, & Capper, 1999).

Our main research questions developed

according to the objective of this study

In summary, while attempting to create an

were:

inclusive school culture school principals

-Have principals already been included in

must concentrate on creating agreement

professional development activities for

over the inclusive values and practices on

creating an inclusive school culture? If so,

the school level and lead the way. As

in which types of activities?

revealed, creating an inclusive school

-Which professional development activities

culture is a complex process, leading Dyson

have had the greatest impact on principals’

et al. (2002) to suggest that school leaders

school leadership practices?

should be selected and suitably trained,

-What are the specific professional

especially in the areas of creating common

development needs of principals in terms

inclusive

values

and

participatory

of creating an inclusive school culture?

leadership, namely, that which is intended

-Are there differences in principals’

by the HEAD programme.

professional development needs in terms of

creating an inclusive school culture

2.3 The current study

between Croatia and the Republic of

2.3.1 Objectives of the study

Macedonia?

-Are there differences between levels of

Several researchers (Cordingley et al.,

education in principals’ professional

2015; Knowles, 1973; Knowles et al., 1998;

development needs in terms of creating an



inclusive school culture?

PAGE | 11



3.METHODOLOGY

experience in years. This part of the

questionnaire also included questions on

the size of the school (numbers of teachers,

students, support staff) and the type of

school (primary or secondary).

2) Previous professional development

3.1 Participants

activity of the principals included in the

study with respect to an inclusive school

A convenience sample consisted of 273

culture

principals, of whom 187 were from the

Republic of North Macedonia (51% female)

This part of the questionnaire contained

and 86 from Croatia (74% female). Among

two questions from the teacher and

principals included in the study from North

principal TALIS 2018 questionnaires on

Macedonia,

14%

answered

the

professional development activity (OECD,

questionnaire in the Albanian language

2018a, 2018b), which were slightly adapted

while 86% answered it in Macedonian.

to cover the area of an inclusive school

culture. Namely, the first question was a

3.2 The instrument

yes/no question concerning whether the

principals had participated in professional

The newly developed questionnaire was

development in terms of creating an

divided into four different sections:

inclusive school culture over the last 5

years. The second was a multiple-choice

1) Demographics:

question focusing on which types of

professional development they had taken

This part of the questionnaire included

part in.

demographic questions on a principal’s

gender, educational background, and work

3) Professional development characteristics





PAGE | 12

with the greatest positive impact on the

Alongside the above-mentioned areas, the

principal’s school leadership over the

questionnaire on principal’s needs covered

previous 12 months

more general personal needs of principals

in terms of general knowledge and

The question was also taken from the

understanding of an inclusive school

TALIS 2018 questionnaires (OECD, 2018a,

culture and raising awareness of beliefs

2018b) and adapted to our current study.

and practices that promote or hinder

This question was composed of 9 items and

inclusion.

was again a yes/no question enquiring into

which characteristics of the professional

The participants were asked to assess the

development activity had exerted the

extent to which they currently need

biggest positive impact on their leadership

professional development by answering 18

during the previous 12 months. Cronbach’s

items concerning the above-mentioned

alpha for the question on professional

areas on a four-point Likert scale (1 = no

development characteristics is 0.69 for the

need at all; 2 = low level of need; 3 =

Croatian data set and 0.76 for the

moderate level of need; 4 = high level of

Macedonian one, which indicate acceptable

need). Cronbach’s alpha for this scale is

levels of internal consistency.

0.92 for the Croatian data set and 0.95 for

the Macedonian one, which indicates a

4) Principals’ professional development

high level of internal consistency.

needs in the area of an inclusive school

culture

3.3 Procedure

This part of the questionnaire was content-

The study forms part of the HEAD:

wise based on the Index of Inclusion

Empowering School Principals for Inclusive

(Booth & Ainscow, 2002) and adapted to

School

Culture

project.

After

the

the

project’s

specific

needs

(like

questionnaire was developed in English,

adaptation to regional contexts, adaptation

partners from Croatia and the Republic of

to screening the needs instead of screening

Macedonia made translations of it into

the current state etc.).

their respective languages. Since Albanian

Since the definition of an inclusive school

is also an official language in North

culture used in our project builds on three

Macedonia (Law on the Use of Languages,

interconnected dimensions of school

2018), the instrument was also translated

improvement: producing inclusive policies,

into Albanian. An email invitation

developing

inclusive

practices,

and

containing a link to the questionnaire on

creating inclusive cultures (Macpherson in

principals’ needs was sent to principals

Booth & Ainscow, 2002), the newly

whose contact emails were found in the

developed

questionnaire

covered

a

implementing partners’ databases. The

respondent

principal’s

needs

for

online questionnaire was available from

professional development in the following

the start of March 2020 to the start of April

areas (1) creating an inclusive culture

2020.

(building

a

community,

establishing

inclusive values); (2) producing inclusive

3.4 Data analysis

policies (developing the school for all,

organising the support for diversity); and

Reliability tests, descriptive statistics, and

(3)

developing

inclusive

practices

t-tests were calculated with IBM SPSS

(orchestrating

learning,

mobilising

Statistics 26.

resources) (Booth & Ainscow, 2002).



PAGE | 13



4. RESULTS

We therefore looked for statistically

significant differences between the needs

reported in each country and between their

different school settings.

The results of the analysis show there are

no statistically significant differences

In this chapter, we first present additional

(t(206) = -1.42, p = .158, g = .02) between

sample

characteristics

(principals’

the

principals’

reported

need

for

professional and school background and

professional development in this respect in

schools’ characteristics), followed by the

Croatia (M = 3.04, SD = 0.47) and the

previous professional development activity

Republic of North Macedonia (M = 3.14, SD =

of the principals included in the study in

0.60). Nevertheless, to meet project

relation to an inclusive school culture and

requirements, we report the results

the recognised characteristics of their

separately for Croatia and the Republic of

previous

professional

development

Macedonia. The results also reveal there are

activities recognised as having had a

no statistically significant differences in the

positive impact on their leadership

principals’ reported need for professional

practices. We conclude the chapter by

development between primary school and

presenting the principals’ professional

secondary school principals in both Croatia

development needs in the area of an

(t(84) = 0.67, p = .502, g = .02; M = 3.06, SD

inclusive school culture.

= 0.48 and M = 2.96, SD = 0.38, for primary

and secondary schools, respectively) and in

The primary purpose of this study is to

the Republic of North Macedonia (t(184) =

determine what is needed for professional

0.10, p = .918, g < .001; M = 3.14, SD = 0.60

development in the area of an inclusive

and M = 3.13, SD = 0.61, for primary and

school culture in different (primary and

secondary

schools,

respectively).

We

secondary) school settings in both

present the results for the principals from

countries with a view to creating a needs-

the primary and secondary schools together

based programme to address them.

for each country.





PAGE | 14





4.1 Additional study sample characteristics: principals’ professional and school background

We asked the principals about their professional background and certain characteristics of their school (educational level of their school, school size based on numbers of students, teachers, and support staff). The questions aimed to gain an insight into what kind of environment the principals work in and their pre-service education background.

The majority of the principals from Croatia hold a degree in the social sciences (Figure 1) as opposed to the sample from the Republic of Macedonia (Figure 2) where over half the sample has another educational background.

Figure 1: Educational background

Figure 2: Educational background of the

of the principals from Croatia (%)

principals from North Macedonia (%)

In Croatia, the majority of principals (4/5) answering the questionnaire (Figure 3) were from primary schools, while the share of principals coming from secondary schools was considerably smaller (1/5). Likewise, Figure 4 shows the majority (3/5) of Macedonian principals included in the survey work at a primary school, whereas 2 out of 5 of them work at a secondary school.

Figure 3: Share of principals from Croatia

Figure 4: Share of principals from the Republic included in the study by school type

of North Macedonia included in the study by

school type

PAGE | 15





Figure 5 shows that the sample of principals from Croatia possess greater education-based work experience, in both total years of working at the school and in the specific role of principal, compared to the principals from North Macedonia.



Figure 5: Average work experience of the principals from Croatia and the Republic of North Macedonia in different roles connected to an educational setting Table 1 shows the characteristics of the Croatian and North Macedonian schools at which the principals included in the survey work.

As may be seen, the principals are employed at very different schools. In Croatia, the majority of schools in the sample has between 101 and 500 students (72%). Moreover, the majority of schools has up to 60 teachers (79%), up to 10 members of support staff (73%) and 1 or 2 assistants (50%), while 1 out of 5 them do not have any. In the Republic of North Macedonia, most schools in the sample have between 101 and 1,000 students (75%). Further, the majority of schools has up to 75 teachers (78%), up to 5 members of support staff (81%), but no other assistants.

We were also interested in the principals’ previous professional development activities, specifically in terms of creating an inclusive school culture and, with a view to facilitating the further development of the programme, asked them which characteristics of their professional development activities had exerted the biggest impact on their school leadership practices. Most (91%) of the principals included in the survey in Croatia had taken part in several professional development activities (M = 2.16, SD = 1.0) connected to an inclusive school culture in the preceding 5 years. In contrast, a little over two-thirds (68%) of the principals in Macedonia had taken part in more than one type of professional development activity (M = 1.59, SD = 0.86) associated with an inclusive school culture over the previous 5 years.

PAGE | 16



Table 1: Characteristics of the schools in each sample PAGE | 17



4.2 Previous professional development activity of the principals included in the study in terms of an inclusive school culture In this part, we present the principals’ previous experiences with professional development activities focused on an inclusive school culture.

Figure 6 shows the majority of principals from Croatia reported they had taken part in two types of professional development activities addressing an inclusive school culture topic: in-house training and external training, as organised by the state agency. Further, only one-sixth of the principals had participated in external training within a project on inclusive education and even fewer had participated in an academic course or other professional development activity.

Figure 6: Type of professional development connected to an inclusive school culture the principals from Croatia had taken part in over the previous 5 years Similarly, Figure 7 shows in-house training was also the most attended type of professional development activity the principals from North Macedonia had participated in. Moreover, the share of principals participating in this activity is shown to be smaller than in Croatia, and higher participation in other types of activities is visible. For example, over one-third reported they had taken part in external training within a project (including those organised by a state agency), whereas this type was not so common among the principals from Croatia. While on-line courses were quite a well-represented activity in Croatia, only one-fifth had participated in one in this sample. An academic course on this topic was the least attended type of professional development in the last 5 years in the sample of principals from the Republic of North Macedonia.

PAGE | 18



Figure 7: Type of professional development connected to an inclusive school culture the principals from the Republic of North Macedonia had taken part in over the previous 5 years

4.3 Professional development characteristics with the greatest positive impact on the principals’ school leadership over the last 12 months Figure 8 shows that almost all of the principals from Croatia reported that the professional development activity with the biggest positive impact on their school leadership was building on their prior knowledge. The majority of principals reported that professional development activity which gave them opportunities to practise new ideas also had a significant positive impact on their school leadership.

In addition, it was important that activities were based on active and collaborative learning, and that the professional development had a coherent structure. On the other hand, only one-sixth of the principals reported that professional development activities that had taken place over an extended period had a significant positive impact on their school leadership.

PAGE | 19



Figure 8: Characteristics of the professional development activity with the greatest positive impact on the principals’ school leadership over the previous 12 months (Croatia)

Figure 9 shows the majority of principals from North Macedonia reported that the professional development activities with the biggest positive impact on their school leadership provided them with opportunities to practise new ideas and build on their prior knowledge. It was also important that activities were adapted to their personal development needs and allowed opportunities for active learning. On the other hand, the least reported characteristic was an extended timeframe of professional development.

As may be seen, participants in both samples believed a prolonged timeframe and being located at the workplace do not contribute to their better leadership skills; namely, they were not seen as important compared to the other characteristics.

PAGE | 20



Figure 9: Characteristics of the professional development activity with the greatest positive impact on the principals’ school leadership over the previous 12 months (North Macedonia)

4.4 Principals’ professional development needs in terms of an inclusive school culture

We asked the principals in the survey to estimate their professional development needs in different areas of creating an inclusive school culture in order to facilitate the programme's further development.

Table 2 shows the share of principals from Croatia choosing different answers on a 4-point Likert scale for each item (from 1 – “No need at the present” to 4 – “A high level of need”), followed by the combined share of principals answering 3 and 4, thus representing the share of principals reporting needs that seem to be more urgent. The entire table is rearranged in a way to permit the reader to see (top-down) which are the most pressing needs the principals wish to address, according to the sum (Moderate + High level of need).

The table includes average responses to each item and the associated standard deviations.

Table 3 is arranged in the same way, covering the sample of principals from the Republic of North Macedonia.

PAGE | 21

Table 2 soon reveals that answer 1, meaning there is no need for professional development concerning the specific topic in the item, is rarely chosen (0–15.3%; M=3.2%). With the exception of raising their own awareness and knowledge and understanding of an inclusive school culture, below 7% chose this answer in all other items in the sample from Croatia, while six items even had no such answers (i.e. using data with a view to making the school culture more inclusive). This is not the case in the sample of the principals from North Macedonia (Table 3) where each item attracted that response (1.6%–14.5%; M=4.7%). The biggest share of principals answering that there was no need for further development was held by raising their awareness, the same as in the Croatian sample, and on becoming aware of their beliefs about diversity and inclusion in North Macedonia, and knowledge and understanding of an inclusive school culture in Croatia.

A high level of need was on average reported by 27% of principals from Croatia and 36% of the principals from North Macedonia. The biggest share of principals reporting a high level of need in Croatia is seen in supporting collaboration with stakeholders connected to the school (41%), whereas preparing school staff for responding to the students’ diversity is the most needed in North Macedonia (50%). In Croatia, over one-quarter of the principals reported a high development need with respect to 72% of the items, while in North Macedonia 67% of the items are chosen by at least one-third of the principals.

According to the most urgent needs (sum), the most-reported needs for the further professional development of principals from Croatia (Table 2) concern themes such as supporting collaboration with stakeholders connected to the school, supporting parents’

active participation in school life, supporting inclusive student learning experiences, managing financial and human resources to support inclusion, and using data to make the school culture more inclusive. This is in contrast with the principals from North Macedonia (Table 3) who reported the biggest development needs in supporting inclusive student learning experiences (also in the top five ‘urgent needs’ in Croatia), organising and coordinating support for diversity, preparing the school staff to respond to the students’

diversity, supporting collaboration among the teachers, students and other school staff, and implementing an inclusive school development plan. Still, they are very aligned with the least urgent professional development needs (Tables 2 and 3), namely, creating an inclusive physical environment, becoming aware of their own beliefs about diversity and inclusion, and raising their own awareness of non-inclusive and discriminatory practices.

Overall, on average 80% of the principals from Croatia reported a moderate or high need across the whole questionnaire and 82% of the principals from North Macedonia.

On average, the need for professional development in the field of an inclusive school culture is expressed a little above answer 3, so over a moderate level of need for professional development. The expressed need for such professional development does not vary significantly between the two countries, as already noted at the start of this chapter (Croatia: M = 3.04, SD = 0.47; North Macedonia: M = 3.14, SD = 0.60). If we look at the averagely expressed need per item (column M), we see them ranging from 2.55 to 3.27 for Croatia, and from 2.72 to 3.34 for North Macedonia.

PAGE | 22

According to the averagely expressed need for professional development, thus including answers of all principals, and not only those ones needing “urgent” professional development, although some themes also reported above lose their ranking in the most expressed needs for professional development, namely, supporting inclusive student learning experiences (from 3rd to 7th place) and using data to improving the school’s inclusive culture (from 5th to 13th place) in Croatia, and organising and coordinating support for diversity (from 2nd to 6th place) and implementing an inclusive school development plan (from 5th to 8th place) in North Macedonia. Further, other themes appear on the list of the most needed professional development needs, namely preparing school staff to respond to the students’ diversity (from 8th to 3rd place) and implementing clear school rules that foster inclusion (from 9th place to 5th place) in Croatia, and supporting collaboration with other stakeholders connected to the school (from 9th to 2nd place) and supporting parents’ active participation in school life (from 10th to 4th place) in North Macedonia.

When connecting both measures (sum, M), four common themes emerge for professional development with respect to an inclusive school culture in the two countries: supporting collaboration with other stakeholders connected to the school; preparing school staff to respond to the students’ diversity; supporting the active participation of parents in school life; and supporting an inclusive student learning experience.

PAGE | 23



PAGE | 24



PAGE | 25



5. CONCLUSION AND

RECOMMENDATIONS

Therefore, the HEAD: Empowering School

Principals for Inclusive School Culture

project will develop and test a professional

development programme for Croatian and

Macedonian primary and secondary school

principals with respect to creating an

inclusive

school

culture.

For

any

Throughout the report, it has been shown

professional development programme to be

that school leadership plays an important

effective, it should be closely connected to

role

in

establishing

inclusive

principals’ experiences and needs and be

environments. More specifically, the

related to the context in which participants

development of inclusive school culture

work (Cordingley et al., 2015; Knowles,

can be supported by training principals

1973; Knowles et al., 1998; NSDC, 1995).

with regard to inclusive and non-

Accordingly, the current study has explored

discriminatory practices and strategies for

the Croatian and Macedonian principals’

fostering common school values that

previous professional development and their

promote

inclusion,

multiculturalism,

needs in this regard. These results will

cooperation among all etc. It is clear that

provide

the

basis

for

the

further

creating an inclusive school culture entails

development

of

the

professional

a complex process and that principals

development programme.

should thus be suitably trained in order to

ensure it (Dyson et al., 2002). Even though

The results show the vast majority of the

the Croatian and Macedonian educational

Croatian, and a little over two-thirds of the

settings

face

increasing

diversity,

Macedonian, principals had been included

professional development for school staff

in professional development activities

on the topic of inclusion is scarce,

concerned with an inclusive school culture

especially for principals (MZO, 2020;

over the previous 5 years.

NEPC, 2020).





PAGE | 26

While this might allow the conclusion that The results also revealed no statistically

they are well equipped with the

significant

differences

between

the

competencies they need to establish an

Croatian and Macedonian principals’

inclusive school culture, our results in fact

overall need for professional development

paint a different picture (see Tables 2 and

in the area of creating an inclusive school

3), as does the research work of other

culture. Further, there were also no

authors (Bustamante et al., 2009).

statistically significant differences in the

principals’

need

for

professional

The most common type of professional

development in this respect by educational

activity the principals from the two

level.

countries had participated in was in-house

training. Moreover, the majority of

The results of the current study show that

principals from each country reported that

the

newly

developed

professional

the professional development activities

development programme in terms of

with the greatest positive impact on their

creating an inclusive school culture does

school

leadership

had

provided

not need to differ hugely between the two

opportunities to practise new ideas and

countries. Principals from both (primary

built on their prior knowledge. These

and secondary) educational levels can

findings are in harmony with the TALIS

participate in the same training also

2018 results (OECD, 2019a) and other

because they express a similar need for

research

studies

on

professional

development. The programme should build

development activities (Cordingley et al.,

on

the

prior

knowledge

held

by

2015; NSDC, 1995).

participants and provide opportunities to

use the newly gained knowledge in

Principals reported a considerable need for

practice. It is also important that the

professional development in the areas of

programme includes activities based on

supporting

collaboration

with

other

collaborative learning practices that

stakeholders connected to the school,

actively engage participants in the learning

preparing school staff to respond to the

process.

students’ diversity, supporting parents’

active participation in school life and

Content-wise, the programme should

supporting inclusive student learning

emphasise

different

strategies

of

experiences. Similarly, the TALIS 2018

supporting

collaboration

with

other

results show that the collaboration of

stakeholders connected to the school,

principals

with

other

stakeholders,

preparing school staff to respond to the

especially parents, is low. Moreover, the

students’ diversity, supporting parents’

teachers included in TALIS 2018 survey

active participation in school life and

reported a high level of need for support in

supporting inclusive student learning

the

areas

of

teaching

in

experiences. The programme should also

multicultural/multilingual settings and for

include other topics linked to creating

teaching students with special needs

inclusive policies and practices (e.g.

(OECD, 2019a, 2019b). In comparison,

implementing clear school rules, inclusive

principals in this study report the lowest

policies, developing an inclusive school

need for professional development in the

development plan, promoting inclusive

areas of raising awareness concerning non-

school values etc.).

inclusive and discriminatory practices and

becoming aware of their own beliefs about

diversity and inclusion.



PAGE | 27

In addition, despite the principals needs, principals’ practices could be

reporting a low level of need in the area of

observed

and

an

abilities

test

awareness of their beliefs and practices,

implemented, besides the self-assessment

this should not be a reason for not

measure. An interesting aspect of greater

excluding

these

topics

from

the

insight into the topic would entail

programme, especially because research

analysing

differences

in

principals’

generally reveals a positive relationship

professional development needs between

between

self-awareness

and

overall

principals from more diverse schools and

leadership success (Ashley & Reiter-

those from less diverse schools.

Palmon, 2012; Goleman, 2004). Moreover,

different surveys have shown that

Moreover, future research could also

principals’ values and beliefs are an

include a larger number of principals from

important factor in creating an inclusive

different European countries, allowing an

school

culture

(Adalbjarnardottir

&

overview of the professional development

Runarsdottir, 2006; Angelides, 2012).

needs in this field on the European level,

and

thereby

providing

groundwork

The present study was intended as to be a

knowledge for outlining future projects and

preliminary one and was thus limited by

studies,

professional

development

the use of a convenience sample of

programmes and their implementation.

principals

in

both

countries.

The

Since several researchers (Cordingley et

questionnaire was also mainly based on

al., 2015; Knowles, 1973; Knowles et al.,

self-assessed needs, which covered set

1998; NSDC, 1995) claim the most effective

areas of an inclusive school culture.

professional development activities are

Further research into this topic might

those based on principals’ experiences and

demonstrate that there are also other areas

needs and that they should be related to

of professional development within this

the context in which participants work, the

topic. Self-assessment can be a subjective

analysis of professional development needs

measure given that principals can over- or

prior to designing the professional

under-estimate their abilities in certain

development activities should become the

areas. To gain more objective data and

norm.

more in-depth information on principals’



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