This paper evaluates the impact of a teacher leadership programme on teachers’ attitudes toward their role in managing educational change. The teacher leadership programme is a dimension of the three-year project Confronting Obstacles to Reconciliation: Empowering Children to Envision and Build Their Peaceful Future which has been conducted in challenging circumstances (UNICEF, 2008). This aimed to change the educational system in Bosnia and Herzegovina in order to reflect a vision of an equal and just society, a society that promotes peace and reconciliation, respect for human and child rights and encourages proactive role of children in creating their own future (Vranješević & Čelebičić, 2014). In order to increase teacher capacities to use the innovative teaching methods and lead change in school culture, policies and practice, over 270 teachers from 18 primary schools in B&H have been involved in intensive training, mentoring and professional learning. In order to assess the impact of the teacher leadership programme on the teachers’ role in leading educational change, a questionnaire was used prior to the programme launch to provide baseline data. This will be used again at the end of the programme. The questionnaire explores attitudes of teachers regarding their role and responsibility in: a) contribution to curriculum development, b) assessment of children’s learning, c) establishing partnership with parents, d) collaborating with colleagues, e) initiating and leading development in areas beyond their designated areas of responsibility and f) influencing practice and policies within their schools. The main findings focus on comparison of teachers’ attitudes toward respected areas before and after the project. Also, data will be disaggregated by geographical locations, the size of the schools, the working experience of teachers, the gender and age of teachers, in order to gain insight into the potential differences between those subgroups.

UNICEF (2008) Divided Schools in Bosnia and Herzegovina, Paris: UNICEF. Vranješević, J. and Čelebičić, I. (2014) Improving the participation of ethnic minority families in schools through teacher leadership in D. Frost (ed.) Transforming Education Through Teacher Leadership, Cambridge: LfL