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Makale Özeti:
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During as near as three decades after the political changes in Slovakia its system of education has undergone many reforms. As an integral part of them have been changes regarding school autonomy as it influences quality of education. To achieve an optimal model of autonomy offered to schools is very difficult, as appropriate level of autonomy is dependent on time and social conditions. To improve democratic participation of primary and secondary school leaders in Slovakia, a research aimed at assessment of the current state of the level of school autonomy was carried out. The research data were obtained from a questionnaire survey, the respondents of which were 93 headmasters and deputy headmasters. These school leaders assessed the power they (the schools) have in five fields, namely in the fields of school activity in the whole, school curricula matters, school financing and budgeting, staff recruitment, selection, employing and sacking, administrative and operational management. The assessment they give once with respect to the level in which to them given autonomy matches the tasks and problems they have to cope with, and the second time with respect to their opinion where the scope of the autonomy should be changed. Although the school leaders assessed the level of the powers they are given in a positive way, as average or broader, they still feel a need to have a broader scope of the powers and responsibilities, mainly in the field of financing and budgeting.
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