Figure 18. Support provided by school leaders in the implementation of mobility results, N = 350 (2016) N = 156 (2018) The figure represents the percentage of respondents who agreed with the given statements Decisions to change the school strategy and organisation of work were made to implement new ideas School leaders undertook activities to implement new odes generated during Erasmus+ mobility projects School leaders provided us with motivation and support to share newly acquired knowledge and ideas School leaders supported the implementation of new ideas generated during school education staff mobility
0%
20% Stage 1 (2016)
40%
60%
80%
100%
Stage 2 (2018)
School heads participating in group interviews said that teachers should share their project-related knowledge and experience with them. The more school heads know about mobility, the higher the chances for the exploitation of its outcomes. Former mobility participants frequently claimed that it was school heads that played a vital role in the strategic exploitation of foreign experiences at institutional level. However, they warned that school heads' support itself might prove insufficient if there were no leaders among teachers and no other persons ready to introduce innovations. The approach of school leaders is the key to the implementation of projects. The school head encouraged us to implement this project. He always had a positive comment to make. He even participates in such initiatives and creates projects himself. When school leaders get involved in a project, teachers become part of this process. The school head and their approach are the most important element, also flexible employees open to new ideas [...]. There must be a person convinced of the value of the project and aware of its benefits.
Consistency between projects and needs of the school The second phase of the survey proves that the durability of project outcomes is mainly dependent on the degree to which project activities are linked to school strategies. Mobility participants quoted lots of examples of introducing
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