Team Croatia
The Croatian education system operates within a broader social and economic environment shaped by post-socialist transitions, demographic challenges, and ongoing educational reforms. School principals in Croatia often carry extensive administrative and managerial responsibilities alongside pedagogical leadership roles, frequently with limited institutional support. Teachers face increasing demands related to curriculum changes, inclusive education, and accountability, while the profession continues to be characterized by relatively modest social status and material rewards. These structural and contextual conditions may pose specific risks to occupational well-being that are not fully captured by research conducted in other national settings.
Furthermore, empirical evidence (especially based on longitudinal designs) on the occupational well-being of educators in Croatia remains scarce. Systematic research in this area can provide context-sensitive insights to inform educational policy, leadership development, and targeted support measures. At the same time, it can enrich international research by offering perspectives from a smaller and transitional education system, thereby deepening understanding of how national context shapes educators’ occupational well-being.
