Influence оf Regional Educational Policies оf Municipalities in The Republic of Bulgariа on Teacher Status-Role Models

Abstract

The aim of the study is to determine the impact of regional educational policies on the statusrole models of teachers. The main research thesis is that the nature of teacher‘s status-role models is directly dependent on the level of development of educational policies of local government. It is assumed that the more developed these policies are and the more local educational initiatives in which teachers participate, the more relevant, rich and dynamic is their status-role model. The last significantly affects the quality of education provided in the respective Municipality. In the study are analyzed the educational policies of two bulgarien municipalities the Municipality of Burgas and the Municipality of Vidin. The two have different areas and socio-economic capacities. Respondents to the research are 185 teachers from different stages and levels of the education system and 12 principals of the educational institutions in which teachers work. A structured questionnaire was developed for the purposes of the study. The questionnaire establishes the amount and nature of teachers' involvement in local educational initiatives – on one hand, and the characteristics of their status-role profile, on other. A comparative qualitative and quantitative analysis is performed. Relationships are sought between the level of development of local educational initiatives and the characteristics of the status role profile, which can generally be defined as traditional (conservative) or actual (innovative).