The school leadership and governance in Azerbaijan from the comparative study perspective

• In Event: Networking for sustained education reform: lessons from the network of education policy centers

Proposal

Since gaining its independence in 1991, Azerbaijan’s education system began moving away from centralized educational governance, managed under Ministry of Education, to more a participative school-based governance and management. This particular study describes how the transition created challenges in the educational system, particularly in distributive and instructional school leadership development.

The study examined school governance on three levels: laws & regulations; structure & modes of operations of the Ministry of Education and their local structures; governance mechanisms at local and school level. The research goal is to critically analyze the public school governance model in Azerbaijan within the division of power, administrative & financial responsibilities, participation of stakeholders, and roles of school principals. This particular research is part of a larger national study, that maps school governance undertaken by the Network of Educational Policy Centers (NEPC).

A questionnaire developed by NEPC research team served as a framework matrix for the analysis of relevant data sources such as laws, regulations, strategic documents, statistical data, and previous studies. The analysis of the documents followed these themes – historical overview of the change dynamics, stakeholders in educational policy, previous studies, governance at school level, school leadership, support to school principals in school development, areas of responsibilities of school leadership, school board(s), other school bodies. In the national case, a particular attention was given to an emerging trend - professional development of school principals.

The analysis revealed important trends in a school principalship –a move towards school leadership rather than management; professional development of school leadership and its outsourcing to non-governmental bodies; the reform of principal selection and appointment procedures.

The analysis also revealed challenges of leaders’ professional development programs including format and consistency of school principals preparation; lack of follow up activities; need for more clarity of criteria and standards across programs; lack of systemic professional support that involves school-based mentorship and coaching after completion of training courses; a mismatch between program pedagogy and the Ministry’s selection and appointment requirements; testing procedures focused on memorizing information about state policy and lacking application of critical, reflective learning; high cost of the programs; a limited access to training programs for all those who want to be a school principals and especially from rural areas.

This study was introduced as a teaching resource to ADA University Master Program on Educational Leadership and Management. Comparative study created an opportunity for students to develop broad vision of SL from the perspective of international educational policies developments education from both a local perspective and a global perspective and to recognize the tensions that emerged.

Further research could help reveal the extent of Western dominance that currently affects school principal training and practice in Azerbaijan. It will be critical to monitor the efforts of the government in overcoming the challenges revealed. Involving more countries from NEPC region will provide further support for the study. Further research will also help develop the methodology for qualitative research that can address the questions on school leaders’ motivation and perception of effective school governance.

Kazimzade, E. (2017). Challenges of Professional Development of School Leaders vs. Managers. A case study. Zagreb, NEPC
Magno, C. (2013). Comparative perspectives on international school leadership: Policy, preparation and practice. New York, NY: Routledge.

Authors

• Elmina Kazimzade, Center for Innovations in Education

• Ulviyya Tofiq Mikayilova, ADA University, Baku, Azerbaijan