School Leadership in Pre-University Albanian Education System (1995-2012): Politics, Issues and Trends

Abstract

The job of the school leader is becoming very difficult. During a working day, he has to face a variety of challenges and to find solutions for many problems of all kinds. The concerns and interests of parents, teachers and district administration do not always coincide. (Johnson, 1976: 80). On the other hand, public schools do not select the pupils who will attend. (Ibid) The children community in school is growing diverse due to their family origins which have different and unique structures, and to demographic movements. A diverse community represents diverse demands. The school leader shall be the manager and the teacher, the planner and the implementer, the school advocate and its critique, so as to be committed and able to perform its responsibilities (Pierce & Stapleton, 2002), comply with the requirements of DAR and MAS and find the right balance between different stakeholders. There are many complex roles a leader shall take which means assuming many accountability, however, not always justified by the salary. But, our main concern is to save the public schools, and in order to be able to compile such a mission, we need a new kind of leadership, visionary, able to understand what will happen to school at 5 to 10 years following, to identify problems and to know how to respond the needs in change of the community (Pierce & Stapleton, 2002). This essay is a review of key issues, trends and current policy in Albanian school leadership at pre-university education system during 1995-2012.

DOI: 10.5901/jesr.2015.v5n3p201