The Role of the Principal's Transformational Leadership Style and the Teacher's Motivation in Professional Development Readiness
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Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference |
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| Section - Education for personal and professional development | Paper number: |
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Abstract |
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The The study involved 260 teachers The
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Key words: |
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Introduction
TheLeadership questionis ofa key factor in an educational institution's effectiveness, and the expertiseprincipal's leadership style influences employees' work motivation and desirableeffectiveness qualities(Bass, of1990; teachersFullan, who2007).
Constant and shape young generations has attracted the attention of theorists and thinkers since ancient times. For instance,changes in the 1stearly centuryand CE,preschool Quintilian,education system create an increasing need for a modern way of leadership. In addition to principals, educators also play a key role in Thedeveloping Educationthe quality of theeducational Orator,practice emphasizesin thatpreschool "ainstitutions. moreTheir educatedactions teacherare isinfluenced aby moreprofessional perfect methodologist"knowledge and thatexperience, "no one can excel in the more demanding aspectsunderstanding of their professioneducational unlesspractice, theyand havemotivation thoroughlyfor masteredfurther itsimprovement. fundamentals"Many contemporary scholars (Quintilian,Bennet 1985,& pp.Anderson, 127).2003; AlthoughAubrey, more2007; thanAnderson twenty& centuriesCawsey, have2008; passedPeko sinceet theseal., claims2009) byemphasize the Romanencouragement philosopher,of theyprofessional remaindevelopment indisputableas evenan today.indispensable Infactor modernof society,successful teachersleadership that, along with many others, contributes to the achievement of educational goals. Educators make numerous important decisions for children's well-being daily and are stillresponsible expectedfor tobeing becritical educated,of competent,educational practice (Gotal & Tot, 2022). The motivation of educators and skilledan methodologists, and it is emphasizedenvironment that theencourages successprofessional oflearning teaching depends on their "knowledge, skills, competencies, motivation, and other personal characteristics" (Đigić, 2017, pp. 19).
Modern approachescontribute to the quality of educationtheir placework. emphasisThe extent to which educators are motivated to engage in various professional learning activities depends on teachertheir competencies,own viewingresponsibility themand asthe directlysupport linkedof the principal.
Leadership aimed at developing a professional environment that encourages educator autonomy, and the joint construction of knowledge leads to the development of a culture of continuous learning, which in the long term improves the quality of the preschool institution's educational outcomes.work.
and
Transformational highlightleadership findingsstyle
The numerousprincipal, studies that show teacher quality hasas the greatestmost impactimportant onfactor studentin achievementthe (Todorović, Milin, Stanković, 2019). The importanceeffectiveness of teacheran competenceeducational institution, is particularlya underscoredkey forlink primary school teachers, who laybetween the foundation for the educationdevelopment of every individual. It is no surprise that the literature points out that if a teacher "lacks quality pedagogical knowledge and competencies, they simply cannot successfully meet the challenges of their teaching profession" (Đuranović, Klasnić, Lapat, 2013, pp. 36–37). However, while the importance of teacher competence is undisputed, it is important to note that there is no universal definition or framework for competencies, nor uniform criteria for their classification. One common approach defines competencies as a combination of knowledge, skills, attitudes, and values that enable an individual to act actively and effectively in any given situation or profession (Korać, 2014). Teaching competencies specify what a teacher should know, be able to do, and how to act effectively in situations encountered in modern schools. These competencies are expressed through measurable characteristics and behaviors, which are based on, but not limited to, acquired knowledge (Kostović, 2008; Radulović, Pejatović, Vujisić-Živković, 2010). Definitions of competencies are largely guided by various areas of a teacher's work, with many emphasizing teaching and classroom activities. Competencies involve specific elements, such as subject knowledge, theoretical expertise in an academic field,educators and the teacher's proficiency in these areas. However, subject knowledge alone "is insufficient in ensuring proficiency as a classroom teacher" (Rijavec et al., 2006, pp. 134). Another key element is knowing how to act, which is often linked to pedagogical, psychological, didactic, and methodological domains (Branković & Popović, 2018; Lipovac & Golijanin Elez, 2017). Jurčić views teaching competencies through two dimensions: pedagogical competencies (personal, analytical, social, communication, emotional, intercultural, developmental skills, and problem-solving abilities), and didactic competencies (curriculum design, organization and managementquality of the educationalinstitution process, classroom climate shaping, student achievement assessment, and building models of educational partnerships with parentsitself (Jurčić,Hallinger 2014)& Heck, 1996; Grogan & Andrews, 2002; Smith & Hoy, 2007). AnHis integral approach to teacher competencies also includes knowing how to be—competencies necessary for working and living with others in society and assuming an active professionalleadership role in the community (Korać, 2014; Tatković & Ćatić, 2010; Vizek Vidović, 2009). Contemporary approaches to defining competency lists emphasize the importance of communication skills, i.e., communication competence, and knowledge of information and communication technology (ICT), including ICT methods and tools (Caena & Redecker, 2019; Zivlak & Šafranj, 2018; Zlatić & Bjekić, 2015). The importance of ICT competencies is alsoobserved highlightedthrough in international documentsdeterminants such as the ICTability Competencyto Frameworkmotivate people, develop communication skills, build a shared vision, introduce changes and innovations, and create conditions for Teachersemployees' (UNESCO, 2018)personal and theprofessional European Framework for Digital Competence of Educatorsdevelopment (DigCompEdu)Blažević, (Redecker,2014). 2017).
Inleadership recentis years,characterized internationalby approachesinspiring and motivating employees through a vision and shared goals, encouraging personal development and creativity, and creating positive organizational changes. Compared to competencyother frameworksstyles, havetransformational focusedleadership oncontributes definingthe descriptors of what a teacher should know, understand, and be ablemost to doemployee motivation (Eurydice,Avolio 2018).et Analyzing international documents on the teaching profession, authors have noted that the Council of Europe recommends promoting competencies that are particularly relevant today, such as working in multilingual and multicultural environments, teaching students from impoverished backgrounds, supporting students with special needs, promoting sustainable development, and teaching in digital environments (Sánchez-Tarazaga & Matarranz, 2023). Developmental and integrative models of competencies are increasingly present in European competency frameworks and in theoretical explanations of the need for such an approach (Hebib & Ovesni, 2019; Vizek Vidovićal., 2009). However,Transformational integrativeleaders modelsbuild trust, encourage the development of competenciesleadership shouldskills emergein asothers, aand combinationraise the level of globalcommitment demands(Dumdum andet al., 2013). The effectiveness of preschool institutions can also be observed through the specific needsperspective of individual countries. Therefore, the competency framework is considered one of the tools for building quality in education. The standardization of competencies is a trend aimed at professionalization and serves as an effective tool for quality control and establishing internal regulation within the teaching profession (Todorović, Milin, Stanković, 2019). On the other hand, there are beliefs that standardizing teaching competencies reduces teachers' professional autonomy and that measurable indicators cannot easily capture values such as educational outcomes (Radulović, Pejatović, Vujisić-Živković, 2010).
The view that defining a list of competencies for the teaching profession can serve as a foundation for improving policies and practices of professional development, as well as enhancing the quality of educational work, justifies their standardization within a specific context. Additionally, the belief that competencies can be cultivated and developed supports this approach. However, care must be taken to ensure that the status of the teaching profession is considered when defining, implementing, and evaluating competency standards (Todorović, Milin, Stanković, 2019). Their application and evaluation are closely linked to the professional development of teachers,educators spanningand fromthe initialimplementation educationof modern knowledge in educational work with children. Numerous studies confirm the contribution of some aspects of leadership practice to strengthening the overall achievement of institutions (Staničić, 2006). Transformational leadership increases the additional effort of teachers (Geijsel et al., 2003) and their motivation (Lee & Kuo, 2019). Teachers whose principals practice a transformational leadership style are more motivated to perform their tasks (Layton, 2003), and such leadership also positively impacts their professional development (Sathiaseelan, 2015). Transformational leadership by principals affects the perception of conditions in the institution, their readiness for change, and continuous professional training and career advancement.
In the Republic of Serbia, the Rulebook on Standards of Competencies for the Teaching Profession and Their Professional Development was adopted in 2011. Competencies in this document are defined as "a set of necessary knowledge, skills, and value-based attitudes of teachers"development (Rulebook on Standards of Competencies for the Teaching Profession and Their Professional Development, 2011, pp. 1). This represents a broader definition of competencies, implying that "a person utilizes a certain ability or skill to perform a task in a way that allows the assessment of their level of achievement" (BrankovićBass & Popović,Avolio, 2018,1993; p.Bass, 9).2000; SuchBogler, a2001; definitionHallinger, includes the developmental aspect of competencies, as teachers acquire competencies during their education but also refine and develop them through practical work. In this document, teachers' professional competencies are categorized into four key domains: 1) Teaching area, subject, and teaching methodology; 2) Teaching and learning; 3) Support for student personality development; 4) Communication and collaboration; and within each of these domains, competencies are further divided into five subdomains: 1. Knowledge, 2. Planning, 3. Implementation, 4. Assessment/Evaluation, and 5. Professional development (The Rulebook on Standards of Competencies for the Teaching Profession and Their Professional Development, 2011). From the above, it can be observed that the key competencies of teachers in the Republic of Serbia encompass their academic, cognitive, methodological, didactic, interpersonal, and communicative abilities. All domains in which key competencies are categorized are essential for the successful performance of the teaching profession, as are the competencies included within them. A review of the Rulebook reveals that most competencies fall under the subdomain of knowledge, while the subdomains of assessment/evaluation and professional development are the least represented. It is also noted that the framework combines academic and generic competencies (instrumental, interpersonal, and systemic), which "enable flexible adaptation to the demands of diverse high-level professional tasks" (Vizek Vidović, 2009, pp. 34–35). However, there is an insufficient presence of systemic competencies, particularly those that would allow teachers to comprehend the complexity of the systems to which they belong and to contribute through their actions. Analyzing the processes of introducing the standardization of the teaching profession in European and global contexts, it has been observed that its practical implementation sometimes ties motivation for competency development to specific incentives and benefits, such as career advancement, obtaining licenses, and similar rewards (Todorović, Milin, Stanković, 2019).
It is important to foster a positive attitude toward the development of competencies required for the teaching profession during initial teacher education. For this reason, we conducted a study among future teachers at the Faculty of Education, focusing on the value of teacher competencies as defined in the document Rulebook on Standards of Competencies for the Teaching Profession and Their Professional Development2003).
MethodsWork motivation
AAccording positiveto attitudeself-determination towardtheory, employee performance and well-being are strongly influenced by employees' motivation towards their work (Deci et al., 2017). The type of motivation that drives people to act and the definedreasons competenciesfor engaging in certain behaviours play a vital role in professional terms (Deci & Ryan, 2000). Intrinsic motivation drives activities for the pleasure of performing them, while extrinsic motivation comes from external goals such as praise or rewards (Deci & Ryan, 2000). External motivators, such as material rewards, supervision, strict deadlines, and threats, hurt intrinsic motivation because they undermine the primary psychological need for autonomy (Deci & Ryan, 2000; Deci et al., 2001). On the other hand, the possibility of choice and opportunities for self-initiative (Zuckerman et al.,1978; according to Deci & Ryan, 2000) encourage intrinsic motivation because they allow for a greater sense of autonomy.
The study results by Mlinarević et al. (2022) show a significant association between principal characteristics, such as extroversion, agreeableness, and using a transformational leadership style in preschool institutions. According to Hapsari (2021), transformational leadership of principals, job satisfaction, and work enthusiasm positively affect educators' effectiveness. Empirical studies in various settings, including education, show that autonomous motivation is positively associated with favourable and negatively with unfavourable outcomes (Deci et al., 2001). Autonomous motivation leads to less burnout and is positively associated with work engagement and negatively with job exhaustion, while controlled motivation is positively associated with exhaustion (Fernet et al., 2010). Active participation in professional development activities is a significant predictor of teaching professionpractice, canand servetransformational leadership stimulates teachers' professional development and motivation and improves the organizational conditions of the school (Thoonen et al., 2011).
Professional development
Professional development is understood as a stronglong-term motivationalprocess frameworkthrough which knowledge, skills, and abilities are developed and improved through learning, practical work, and research (Mušanović, 2001; Tot & Maras, 2023). The professional development of educators as a process with a high level of intrinsic motivation and clearly defined personal goals (Kirkwood & Christie, 2006) is aimed at educators who are prone to critical thinking and can provide the prerequisites for theirthe development duringof initialeach teacherchild education.(Vujičić et al., 2015). Therefore, educators are expected to be open and ready for change, motivated for lifelong learning, researching personal practice, and developing a culture of dialogue and cooperation for more effective professional development (Vujičić et al., 2015). The aimability to manage knowledge, or the dissemination and use of knowledge to improve learning and teaching, are key characteristics of effective leadership (Fullan 2007; 2011a; Andrews, 2009; Heikka, 2014). Analysing the role of motivation, organizational conditions, and leadership styles in professional learning, active participation in professional learning activities tends to be a significant predictor of teaching practice, and transformational leadership stimulates the professional development and motivation of employees and improves the organizational conditions of the researcheducational weinstitution conducted(Hallinger, was2003; toThoonen examineet howal., students,2011). as future teachers, assessAccordingly, the value of these competencies. In relation to the study programs they attend, it is assumed that students will have positive assessmentsrole of the competenceprincipal areasis to support educators in professional development to achieve independence and sub-areasprofessional definedautonomy by(Bredeson, the2000).
The on Standardsprincipal of Competenciesa preschool institution is in a unique position to create conditions for the Teachingprofessional Professiondevelopment of educators by creating a shared vision, encouraging cooperation, providing support, and Theirmaintaining Professionalpositive Development.relationships. TheResearch studyshows employsthat ateachers descriptivewith methodhigher to investigate the evaluationlevels of teachingidentified competencies. For the purpose of this paper, we focused on a narrower research goal, specifically examining the value assigned by students to the competency domains (teaching area, subject,regulation and teachingintrinsic methodology;motivation teachingare andmore learning; support for student personality development; communication and collaboration) and subdomains (possession of knowledge necessary for teaching; skills in planning various activities within professional work; skills in implementing all activitiesinvolved in professional work;development knowledgeactivities (Jansen in de Wal et al., 2014). Functional aspects of the work environment, such as a positive organizational climate, play a key role in increasing engagement and skillsthe effectiveness of professional development (Tot & Maras, 2023). In this sense, Wagner and French (2010) state that educators who assess a more positive climate in monitoring,their assessing,workplace are more likely to use available professional development opportunities.
Research goal and evaluatingproblems
This activitiesresearch examines the relationship between principals' transformational leadership style, work motivation, and stakeholderseducators' inreadiness for professional development. Following the educational process; planning and continuously implementing personal professional development) as defined ingoal, the aforementionedfollowing document.research problems were set:
ForP1: To examine the purposesconnection between the transformational leadership style and autonomous and controlled motivation.
P2: To examine the connection between readiness for professional development and autonomous and controlled motivation.
P3: To examine the predictive relationship between the transformational leadership style and autonomous and controlled motivation in relation to readiness for professional development.
P4: To examine educators' differences in self-initiative and extrinsic motivation for professional development.
Method
Participants
The questionnaire was completed by 260 participants, but the analyses were conducted on a sample of the254, research,as ansix assessmentresponded scalethat wasthey constructed,were containingnot contentcurrently alignedemployed withas theeducators. definedAll competencyrespondents domains,were subdomains,female and indicatorswere specifieddivided into four age groups: up to 30 years (24%), from 31 to 40 years (54.3%), from 41 to 50 years (13%) and older than 50 years (8.7%). In terms of education, 1.6% of respondents had a secondary education, 32.7% had a higher education (two-year study), 37.8% had a higher education (three-year study), and 26.4% had a university degree (five-year study). Only 1.6% had completed postgraduate studies. Most participants are in the younger age groups (78% had up to 15 years of work experience). Regarding professional status, 20 teachers have one, of which 14 are mentor, and 6 are advisors. Descriptive data are presented in Table 1.
Table 1
Descriptive data
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N |
M |
SD |
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Gender |
254 |
1.000 |
0.0000 |
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Age |
254 |
2.063 |
0.8458 |
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Education level |
254 |
2.937 |
0.8458 |
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Length of service |
254 |
2.736 |
1.6045 |
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Professional status |
254 |
2.866 |
0.4765 |
Rulebook.Instruments
evaluated
Transformational Leadership Style Questionnaire
Perception of leadership style was examined using the importanceTransformational Leadership Style Questionnaire - TLI (Podsakoff et al., 1990), which consists of the28 givenitems. descriptionsStatements usingassessing individual components of leadership style are grouped into seven categories (articulating a Likertvision, scaleproviding rangingan fromappropriate 1role tomodel, 5encouraging (1 – least important, 5 – most important). The reliabilityacceptance of thegroup entiregoals, high expectations of work performance, individualized support, intellectual stimulation, and potential rewards) and were assessed on a 5-point Likert scale. The instrument was calculatedtranslated usinginto theCroatian Cronbach'sand alphawas coefficient,used whichas yieldedsuch aby valuePomper of& 0.782,Malbašić indicating(2015). The questionnaire has an acceptable level of reliability (Georgeα & Mallery, 2019)=.968).
The sample in the study consisted of 143 undergraduate students from the Faculty of Education in Užice.
Multidimensional work motivation scale
Work motivation was examined using the Multidimensional Work Motivation Scale - MWMS (Gagné et al., 2015). The surveyedscale studentswas weredeveloped informed aboutfor the purpose of applying the research,theory of self-determination in the field of organizational behavior (Gagné et al., 2015; Smokrović et al., 2018) and consists of 19 items grouped into six subscales, which measure amotivation and five types of motivation regulation. All items were formed as answers to the question, "Why do you invest, or would you invest effort in your current job?". The subscales Extrinsic Social Regulation, Extrinsic Material Regulation, and Introjected Regulation describe behaviours characteristic of controlled motivation, and the surveysubscales Identified Regulation and Intrinsic Regulation describe behaviours characteristic of autonomous motivation. The statements were evaluated on a 5-point Likert scale. The scale has an acceptable level of reliability (α = .743), which is consistent with the validity indicators according to Gagné et al., (2015).
Professional Development Readiness Scale
Teachers' professional development readiness was conductedassessed anonymously. Descriptive statistics were applied inusing the dataProfessional analysis,Development includingReadiness Scale (Beara & Okanović, 2010). The original 17-item scale was translated into Croatian and adapted to the calculationparticipants of meanthis valuesstudy. The item "I manage to keep up with the development of the subject I teach" was omitted because it strictly applies to teachers. The reliability of the scale is high (α = .821). Five subscales (external motivation for training, awareness of the importance of training for the teaching profession, awareness of the importance of training for the quality of practice, monitoring of contemporary achievements, and ranks.self-initiative for training) also meet the reliability criterion (Beara & Okanović, 2010).
Results
PedagogicalThe competenciesrelationship arebetween interlinkedthe withprincipals’ alltransformational areasleadership ofstyle, teaching,work motivation, and athe pedagogically competent teacher is one who demonstrates a high level of expertise in all aspects of their work, applying their knowledge, skills, abilities, and values to pedagogical practice (Mijatović, 2000; Ljubetić & Kostović Vranješ, 2008). Through initial education,teachers' professional development,development andreadiness dailywas workexamined inusing the educationalPearson process,correlation teachers' competencies evolve, develop, and improve, making the acquisition of pedagogical competencies a continuous process of progression from pedagogical incompetence to competence. This process also depends on various internal factors, such as age, attitudes, values, and individual expectationscoefficient (LjubetićTable & Kostović Vranješ, 2008)2). The results ofindicate thisa studystatistically willsignificant bepositive presentedcorrelation in relation toamong the assessedaforementioned importancevariables. ofThere domainsis inno whichstatistically teacherssignificant needcorrelation tobetween possessthe competenciesprincipals’ fortransformational leadership style and teachers’ controlled motivation and between the controlled motivation and the teachers' professional work,development as well as the assessed importance of subdomains of teacher competencies, as evaluated by students, future teachers.readiness.
Table 1 presents the average assessment values and rankings that indicate the perceived importance of individual areas within which teacher competencies are defined.
Table 1
Assessment of the importance of competency areas
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Professional development readiness |
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.216** |
1.00 |
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Controlled mot. |
1.00 |
.044 |
1.00 |
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Professional development readiness |
.465** |
- |
-.091 |
1.00 |
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*p<.05; **p<.01 |
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The predictive role of the transformational leadership style and collaborationthe autonomous and controlled motivation was examined by hierarchical regression analysis. The first step is statistically significant, and sociodemographic variables explain 9.4% of the total variance of educators' professional development readiness. Of all the sociodemographic variables, only the level of education has a significant contribution. The second step of the regression analysis does not explain a significantly higher percentage of the variance than the first. The perceived leadership style of the principal proved to be a non-significant predictor of educators' professional development readiness. The third step of the analysis is statistically significant, indicating that autonomous motivation is a significant predictor of the readiness of educators for professional development, even above the control sociodemographic variables and the transformational leadership style of the principal, and independently explains 20.9% of the total variance of the readiness of educators for professional development. All variables in blocks 1-3 explain 31% of the total variance of educators' readiness for professional development. The model is significant for predicting the readiness of educators for professional development. The results indicate that greater autonomous motivation and a higher level of education predict greater readiness of preschool teachers for professional development (Table 3).
Table 3
Hierarchical regression analysis
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Model |
R² |
ΔR² |
β |
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MODEL 1 Age Education level Length of service Professional status |
,094*** |
,094 |
,118 ,248*** ,149 ,004 |
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MODEL 2 Age Education level Length of service Professional status Leadership style
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,101 |
,007 |
,119 ,253*** ,156 ,008 ,082 |
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MODEL 3 Age Education level Length of service Professional status Leadership style Controlled mot. Autonomous mot. |
,310*** |
,209 |
,082 ,229*** ,192 ,017 -,019 -,022 ,468*** |
*p < .05; **p < .01; ***p < .001
Differences in self-initiative and external motivation for the professional development of preschool teachers concerning sociodemographic factors were determined by one-way ANOVA. Levene's test confirmed the homogeneity of variance. ANOVA shows a statistically significant difference in self-initiative for professional development concerning age and length of service. The Post hoc Scheffe test shows no differences between the younger groups (up to 30 years and 31 to 40 years). However, they are statistically significantly different from the two older groups (41 to 50 years, and more than 50 years), but there are also no differences. The post hoc test did not determine statistically significant differences between groups with different lengths of service. Arithmetic means show a slight trend towards preschool teachers with more extended service expressing greater self-initiative for development. This aligns with the age difference found, but these differences are minimal. There is no statistically significant difference in the external motivation of preschool teachers concerning age, length of service, and level of education. Levene's test showed that the variances of different groups by education in external motivation for improvement are too different (Table 4), which is why the non-parametric Kruskall-Wallis test was applied (Table 5).
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Table 4 ANOVA |
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Self-initiative for training |
External motivation |
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SS |
df |
MS |
F |
p |
SS |
df |
MS |
F |
p |
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Age |
Between groups |
9,505 |
3 |
3,168 |
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4,239 |
3 |
1,413 |
1,914 |
,128 |
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Within groups |
119,657 |
250 |
,479 |
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184,564 |
250 |
,738 |
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Total |
129,161 |
253 |
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188,802 |
253 |
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Lenght of service |
Between groups |
11,362 |
6 |
1,894 |
3,971 |
,001 |
6,410 |
6 |
1,068 |
1,45 |
,197 |
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Within groups |
117,799 |
247 |
,477 |
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182,392 |
247 |
,738 |
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|
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Total |
129,161 |
253 |
|
|
|
188,802 |
253 |
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|
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Education level |
Between groups |
4,350 |
4 |
1,088 |
2,170 |
,073 |
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|
|
|
|
Within groups |
124,811 |
249 |
,501 |
|
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|
|
|
|
|
|
|
|
Total |
129,161 |
253 |
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|
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Table 5 Kruskal – Wallis test |
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||
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Chi-square |
|
|
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8,364 |
|
,079 |
ItDiscussion
Correlation beanalysis observedshows that alleducators areasattributing transformational leadership characteristics to principals have greater autonomous motivation. These findings are in line with research results showing that transformational leadership promotes autonomous work motivation (Graves et al., 2013) and professional development of competencyemployees areand assessed as important sinceimproves the meanorganizational values are above average. Students evaluate the teaching field, subject, and teaching methodology as the most important competency area, which ranks first. The area of teaching and learning is ranked second, while communication and collaboration is ranked third. Students rated the importanceconditions of the areaeducational institution (Thoonen et al., 2011). The research also shows that autonomously motivated educators are more willing to engage in various forms of supportprofessional fordevelopment. In previous research, autonomous motivation has been associated with outcomes such as commitment to the developmentorganization, psychological well-being, trust, job satisfaction (Deci et al., 2000; Deci et al., 2001), work engagement (Fernet et al., 2012), and has a significant contribution to knowledge exchange, as an informal form of students'professional personalitiesdevelopment the(Foss lowest,et placingal., it2009). Educators who feel safe in their job are certainly more relaxed and cultivate a positive attitude in their work with children, parents, and colleagues. By ensuring conditions that encourage autonomy in the fourthwork place.environment, principals support educators in shaping their professional roles through continuous professional development. Such an approach is an indispensable factor in successful and efficient leadership, which contributes to the achievement of educational goals (Peko et al., 2009; Anderson & Cawsey, 2008; Aubrey, 2007; Bennet & Anderson, 2003). The level of education and autonomous motivation are significant predictors of educators' professional development readiness. Educators with a higher level of education are more motivated and, therefore, more willing to participate in various forms of professional development. Accordingly, it is assumed that these educators will more often implement modern knowledge in their educational work. Similar findings were also made by Vansteenkiste et al. (2009), who associated autonomous motivation with positive effects such as thorough learning and perseverance. The assumption about the predictive relationship between the principal's transformational leadership style and the educators' readiness for professional development was not confirmed in this case, although many recent studies (Bogler, 2001; Fullan, 2002; according to Hallinger, 2003) show otherwise.
Furthermore,
theTableassumption 2
Assessmenta statistically significant difference in educators' self-initiative and external motivation for professional development regarding age, length of service, and education level was partially accepted. The results show that educators of older chronological age and those with more extended service have greater self-initiative for professional development. Older educators have more work experience, recognize weaknesses, and plan professional development accordingly. Younger educators do not yet have a clear perception of their competencies, so they may consider additional training unnecessary. These results are in line with the findings of the importancestudy ofby competency subareas
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| teachers
years
ofWhenexperience, and education levels are equally motivated to improve their skills when it comes to theexternal sub-competenciesmotivation definedfactors by(principal expectations, mandatory training, number of hours received for attending training). The results contradict the Standardsfindings of CompetenceHildebrandt forand Eom (2011), which state that younger teachers, compared to older ones, value praise more and are more motivated when it comes to financial rewards.
The relationships between the Teachingtransformational Profession,leadership studentsstyle highlyof valueprincipals them as important, as evidenced byand the meanautonomous values.and Thecontrolled first rank is occupied by the sub-competencymotivation of possessingeducators, the knowledge necessary for teaching. The second rank, in terms of importance, is occupied by possessing the knowledge, skills, and abilities needed for implementing all activitiespresented in the teachingresearch, profession.can The third rank includesexpand the necessaryunderstanding knowledge,of skills,the role of principals and abilitiesthe characteristics of their leadership style. Also, the results of this research can serve as guidelines for monitoring,principals assessing,in their professional development of those competencies that will help them create an atmosphere of safety and evaluatingmutual alltrust activitiesto encourage the autonomous motivation of educators. It is important to note that this research has some limitations. For example, due to commercialization, the Multifactor Leadership Questionnaire (Avolio and participantsBass, 2010), which is more appropriate for examining transformational leadership style, was not used. Also, by conducting an online survey, respondents who were not Internet users were excluded. Although this research reveals relationships between transformational leadership style, work motivation, and educators' readiness for professional development, it does not provide sufficient information about the impact of individual behaviours of a transformational leader. Therefore, future research should focus on studying the relationship between different components of transformational leadership style and autonomous motivation. It would also be useful to examine, in the educational process. The fourth rank is assignedaddition to transformational leadership, transactional leadership style, and the sub-competencymediating role of possessing the knowledge, skills,autonomous and abilitiescontrolled formotivation planningof various activitieseducators in teaching.relation Lastly, the fifth rank is occupied by the sub-competency of possessing the knowledge and skills for planning and continuously implementing personalto professional development.
Discussion Conclusion
ResearchThe findingsresearch emphasizeconfirms the importanceexpected connection between the principal's transformational leadership style and the educators' autonomous motivation and autonomous motivation and readiness for professional development. Predictive variables explain 31% of the developmentalvariance dimensionin professional development readiness, with the level of competencyeducation frameworksand forautonomous themotivation teachingstanding profession, as wellout as the significancemost significant predictors. Educators' professional development is a complex area in which all stakeholders (principals, professional associates, colleagues, parents, etc.) contribute in different ways to the engagement of fostering a positive attitude among both futureeducators and current teachers toward the knowledge, skills, and values that enable individuals to act actively and effectively in their professionactive (Cochran-Smith, 2021; Ghorbani, Jafari, Sharifian, 2018; Jurčić, 2014; Tatković & Ćatić, 2010). It is also highlighted that competency frameworks reflect the specific context and societal needs (Cochran-Smith, 2021). The results of our research focus on assessing the importance of competency areas for future teachers as definedparticipation in the process. Organizational factors, such as the principal's leadership style, play a significant role in creating conditions and an environment that encourages educators engage in professional learning activities, leading to higher productivity and quality of educational work.
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The students surveyed in our research attributed the greatest importance to the area of competence related to teaching subjects, content, and teaching methodologies. The reasoning behind this evaluation can be linked to research indicating the current state of teacher education, where programs are predominantly subject focused at a theoretical level, which may influence students' perceptions of the importance of this area (Đigić, 2017; Stanojević & Janjić, 2013). In a study conducted by Rijavec et al. (2006), respondents, consisting of teachers and recent graduates, rated themselves as most competent in teaching, subject content, and planning. Similar findings are presented by Stranovská and colleagues, who emphasize that the surveyed teachers identified having a strong knowledge of subject content and teaching methodology as the most important aspect of their professional work (Stranovská, Lalinská, & Boboňová, 2018). https://hub.ufzg.hr/link/4#bkmrk-zagreb%2C-2022.-0
TheGraves, secondL. most highly valued area, according to students' evaluations, is the domain of teaching and learning, which includes knowledge about students' cognitive development, the nature and diversity of learning styles, the formation of scientific concepts, as well as the planning, implementation, and support of the teaching and learning process. ĐuranovićM., Klasnić,Sarkis, Lapat (2013) highlight in their research that during undergraduate teacher education, and even in continuous professional development, insufficient emphasis is placed on pedagogical competency. As a result, teachers often do not feel adequately pedagogically competent in specific teaching situations, especially those that consider the abilities and needs of individual students in the learning process.
The third-ranked area, based on the students' evaluations in our study, is the competency area of communication and collaboration. This includes understanding, planning, and implementing collaboration with parents and other educational stakeholders, as well as knowledge of the forms and content of such collaboration. It also encompasses knowledge of effective communication techniques and the promotion of students' social competencies. Zlatić (2022), in their study on teachers' communicative competence, emphasizes the importance of its development, pointing out the connection between this competency and overall teaching effectiveness. Moreover, they argue that possessing this competency is a prerequisite for fostering students' communication skills. In a study conducted by Zrilić and Marin (2019), surveyed teachers highly rated their competence in forming partnerships with various interest groups.
Students evaluated the competency area support for student personality development as the least important. This area includes knowledge and understanding of students' physical, emotional, social, and cultural differences, as well as their psychological, social, and emotional development. It also encompasses knowledge of ways to support students in their socialization and individuality. Additionally, it involves planning and implementing activities that consider students' needs, specificities, interests, diversity, and initiatives. Similar results have been observed in other studies, although the respondents in those studies were teachers rather than students (Parmigiani, Jones, Kunnari, Nicchia, 2022; Stranovská, Lalinská, Boboňová, 2018). Considering the needs of modern society and schools, this competency area must be given greater importance and incorporated into the content of study programs and professional development programs for teachers. These results confirm the assumption from which we started that students generally highly value the defined competence areas from the Rulebook on Teacher Competences.
When it comes to evaluating competency sub-areas, the surveyed students rated possession of knowledge necessary for professional work across all mentioned areas as the most important. The knowledge dimension in teaching competencies is a significant element highlighted by many authors (Lipovac, Golijanin Elez, 2017; Radulović, Pejatović, Vujisić Živković, 2010; Vizek Vidović, 2009). It has already been emphasized that teachers are primarily prepared through initial education at a theoretical and subject-oriented level, making the emphasis placed on knowledge a priority. The sub-area of implementation of all activities in teaching, which, in addition to knowledge, includes skills and abilities for conducting educational activities, ranked second according to the students' evaluations. The ability to apply knowledge in one's work in alignment with the context, conditions, and demands of specific practices is an essential element. Students encounter this aspect during their initial education through professional practice within real school settings. The third rank is held by the sub-area of monitoring, assessing, and evaluating all activities and participants in the educational process. The quality of educational work is shaped by continuous monitoring and evaluation of processes and outcomes. Teacher self-assessment serves as the foundation for developing their competence. The importance of feedback and a reflective approach to one’s work is a crucial prerequisite for achieving competencies in this sub-area. Knowledge and skills in planning various activities in teaching occupy the fourth rank in the students' evaluations. Effective planning is essential for the successful implementation of activities. The work of teachers is highly complex, responsible, and nuanced, requiring them to be equipped to identify priorities, place them at the forefront, and thereby ensure quality processes and outcomes in their work. Teachers are expected to be skilled in various types of planning, each with their own purpose and significance. It is evident that students have not sufficiently recognized the importance of this aspect of their work and the need to be well-prepared for it. The sub-area planning and continuously implementing personal professional development was rated as the least important by the students. This sub-area includes professional development in all areas of work, applying newly acquired knowledge to improve one’s teaching practice, and planning personal development based on self-evaluation of their work. Contrary to this result, research conducted by Stranovská and colleagues shows that practicing teachers highly value competencies in planning and implementing their own development and career (Stranovská, Lalinská, Boboňová, 2018). It could be expected that there would be differences in the evaluations between students—future teachers—and those already involved in educational work, as students are still in the process of initial education and do not have a realistic view of the demands placed on modern teachers. This points to the necessity of revisiting the learning outcomes of teacher education programs and modifying their content, methods, and approaches to emphasize the importance of lifelong learning. Other studies on teacher competencies in modern schools indicate that teachers strive for continuous development and lifelong learning (Zrilić & Marin, 2019), emphasizing that self-regulation of professional development is a critical requirement for achieving teaching competencies (Beara, PopovićJ., & Jerković,Zhu, 2019)Q. (2013). ObservingHow thetransformational assessmentleadership and employee motivation combine to predict employee proenvironmental behaviors in China. Journal of theEnvironmental value of the competence sub-areas by the surveyed students, we can confirm the assumption from which we started that students generally highly value the importance of the competence sub-areas defined by the Rulebook.
Conclusions
The development of competency frameworks for modern teachers must align with the needs of contemporary schools, societal contexts, and the systems in which they operate. The development of competencies cannot be viewed separately from the professional development of teachers, which encompasses initial education, continuous professional training, and lifelong learning. Approaches that justify the existence of defined teaching competencies can be reconciled with the need for autonomy among teachers in their professional work and development. It is evident that competencies evolve alongside societal changes, making it crucial to identify future needs. The progressive development of competencies represents a key task for both initial teacher education and professional training. During initial education, it is essential to cultivate positive attitudes and motivation among future teachers toward developing their competencies. Numerous studies have highlighted shortcomings in teacher education programs, particularly regarding the development of specific competencies.
Considering the results of our research, positive attitudes toward the competency areas and sub-areas defined by the Rulebook on Standards of Teacher Competencies and Their Professional Development in the Republic of Serbia can be identified, though differences exist in the perceived levels of importance. Initial teacher education should aim to foster positive attitudes toward teaching competencies, the need for their improvement, and the recognition of personal and professional development needs. Parmigiani and colleagues emphasize the importance of "future attitudes" of teachers, which are cultivated through education as potential approaches for teacher development during initial education (Parmigiani, Jones, Kunnari, Nicchia, 2022).
As the results of this research indicate that the competency area of supporting student development was assessed as the least important, yet still above average by the students, efforts should focus on re-examining study programs and courses that encourage and develop competencies in this area, as well as on approaches to and organization of teaching and professional practice with students. The students surveyed in our research do not sufficiently recognize the importance of continuous professional development and competencies in this sub-area, even though its perceived importance is not quantitatively low. The foundation of every study program should be based on the principles of lifelong learning and the development of student awareness about its necessity. The Common European Principles for Teacher Competence and Qualifications emphasize recommendations for the development of key competencies, requiring teachers to engage in continuous professional development and lifelong learning.
The results obtained in this research raise many questions regarding the needs and possibilities of education focused on outcomes and competencies. They highlight the necessity for further research aimed at assessing the mastery of competencies, exploring the possibilities and limitations of their application in practice, and re-examining teacher education programs. Such examinations should focus on how, to what extent, and through which content these programs encourage and develop the competencies of future teachers.
The research presented in this paper yielded certain results, but it is important to mention the circumstances that somewhat limit their objectivity and generalizability. One of these circumstances is the sample, which consists solely of students from a single faculty, despite the sample size not being small. Using descriptive statistics, we obtained values that indicate the quantitative assessment of the importance of competency areas and subareas. This provided an answer to the research question regarding how positive the attitudes of future teachers are toward the competencies that should be encouraged and developed through initial education and professional development. These results serve as a framework for analyzing and modifying the study programs at the Faculty of Education in Užice as part of their preparation for reaccreditation.
We hope that this research will serve as an impetus for further studies and reexamination of all circumstances and conditions related to the initial education of teachers, educational policies, and the needs imposed by contemporary society and education.
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