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In the last ten years the education system in Serbia has undergone a series   of innovations which have encountered various obstacles. Teachers, as the key   actors in the implementation of innovations, have implicit perceptions which   may impact on the success of any school improvement. Therefore this study   employed a mixed methods research strategy to investigate what teachers see   as the obstacles to school improvement. A qualitative study implied four   focus groups with teachers, while quantitative data was gathered through a   questionnaire completed by 1,441 teachers from 40 primary schools from   different regions around Serbia. Factor analysis confirmed that the potential   obstacles could be grouped into six factors (Teachers’ incompetence, Material   and organizational barriers, Lack of systemic support, Student related   barriers, Lack of communication within the school, Lack of communication   between schools and stakeholders). Teachers see the biggest obstacles to   school improvement in student related and material and organizational   barriers. Teachers do not see themselves as the most significant source of   problems in improving the work of schools, but transfer responsibility onto   more general issues and external agents. [Projekat Ministarstva nauke   Republike Srbije, br. 179034: From encouraging initiative, cooperation and   creativity in education to new roles and identities in society i br. 47008:   Improving the quality and accessibility of education in modernization   processes in Serbia

Teachers’ perceptions of factors impeding school improvement in Serbia