Page 107 - Educational Leadership in a Changing World

Navigating between Principalship, Leadership and Management

tively (Bundesministerium für Bildung, Wissenschaft und Forschung,
2020). The legal responsibilities of school principals are outlined in the
School Education Act (Wiederverlautbarung des Schulunterrichtsge-
setzes (schug), 1986) and the Civil Service Act (Beamten-Dienstrechts-
gesetz (bdg), 1979). According to Article 56 of the schug, principals
are responsible for the pedagogical and administrative leadership of
the school, including quality assurance and personnel management
(schug, 1986). Article 45 of the bdg 1979 further details the duties
of civil servants in leadership positions, emphasizing accountability
and adherence to legal standards (Beamten-Dienstrechtsgesetz (bdg),
1979).
International frameworks, such as those outlined in the unesco
Global Education Monitoring Report 2024, emphasize that school lead-
ers are expected to balance administrative management and instruc-
tional leadership to promote quality education (unesco, 2024). Al-
though specific national profiles vary, Austria follows this general ori-
entation through its national competency frameworks for principals,
which stress both formal qualifications and interpersonal competencies
(Bundesministerium für Bildung, Wissenschaft und Forschung, 2020).
Notably, while no formal principal training is mandatory before ap-
pointment, Austria provides structured professional development and
coaching opportunities for school leaders once they assume their posi-
tion (https://www.leadershipacademy.at).
Austria offers state-supported coaching and professional develop-
ment programmes for school principals, with a strong emphasis on soft
skills such as emotional intelligence, conflict resolution, and relation-
ship-building. One of the most established programmes is the Lead-
ership Academy Österreich, coordinated by the Federal Ministry of
Education and organized in collaboration with external experts. It fo-
cuses on fostering reflective, relationship-oriented, and systemically
aware leadership. Its curriculum includes modules aimed at developing
personal and interpersonal competencies, including emotional aware-
ness, communication strategies, and team leadership (see https://www
.leadershipacademy.at).
In addition to nationally organized initiatives, private training pro-
viders offer supplementary programmes in Austria, including seminars
onemotional intelligenceinleadership. Althoughthesearenotformally
part of national education policy, they reflect a growing acknowledg-
ment of the importance of interpersonal skills in school leadership.

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