Page 103 - Educational Leadership in a Changing World

Navigating between Principalship, Leadership and Management

through the analysis of legal provisions, policy documents, and profes-
sional development programmes in the following sections, an increas-
ing emphasis on these competencies is emerging. Although not yet sys-
tematically defined or embedded in legislation, the need for soft skills
is gradually gaining recognition across various regulatory and profes-
sional frameworks.
The primary legal basis for defining the role of the principal in Slove-
nia is the Zakon o organizaciji in financiranju vzgoje in izobraževanja
(zofvi) [Act on the Organisation and Financing of Education] (1996).
Principals’ competences are systematically defined by the zofvi. Ac-
cording to Article 49 of this act, principals are responsible for orga-
nizing, leading, and directing the institution’s work, preparing devel-
opment programmes, managing employment relationships, ensuring
legal and financial compliance, and guaranteeing the professional and
lawful execution of educational activities. These legal provisions in-
dicate that the Slovenian legal framework already encompasses the
essential components of principalship as recognized by international
sources. In Slovenia, the principal’s role legally transcends administra-
tive management and includes both strategic and professional dimen-
sions. It is, therefore, crucial to understand that zofvi as a systemic
lawdoesnot requirechanges regardingthe rolesand tasksofprincipals;
the issue lies not in the legislation itself but rather in its inconsistent
implementation in practice. A shift is needed at the level of execution,
meaning that principals should be provided with conditions necessary
to fulfil their statutory role. Support mechanisms must be strength-
ened, and a professional culture that respects their autonomy and ac-
countability must be cultivated.
Article 49 of the zofvi hence stipulates that the principal is both
the pedagogical leader and executive head of a public educational insti-
tution. Further, Article 49 lists the principal’s responsibilities, includ-
ing the organization and planning of school operations, development
of annual and long-term plans, ensuring the legality of school activi-
ties, and overseeing the functioning of professional bodies within the
school system (Zakon o organizaciji in financiranju vzgoje in izobraže-
vanja (zofvi), 1996, as amended). In addition to defining the princi-
pal’s role, the Act also sets out specific eligibility criteria for appoint-
ment in Article 53. The requirements vary depending on the type of in-
stitution but generally include a relevant higher education degree (at
least at the second cycle level), professional titles such as mentor, advi-

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