Between Change and Constraint: School Principals’ Conceptual Framework of European Educational Project Management

Abstract

This article aims to analyze the conceptual frameworks of European educational project management and to explore the perspectives of school principals in Galați County regarding the implementation and management of European projects in the educational institutions they lead. Prior Work: The research builds on established international theoretical frameworks — PMBOK and APM Body of Knowledge — alongside contributions of Romanian specialists in project management, including Opran, Bârgăoanu, Mocanu and Iovănuț, tracing the evolution of the concept from a technical-operational approach toward a systemic perspective focused on impact and value. Approach: The study combines a qualitative analysis of specialized literature with quantitative research based on a survey administered to school principals in Galați County, Romania, examining project typology, management competencies, constraint factors, success criteria, and sustainability of results. Results: Data analysis reveals school principals' strong interest in implementing European projects and attracting funding, active involvement in project management, and key barriers identified: lack of time, excessive bureaucracy, and insufficient training in project management. Implications: The findings highlight the need for coherent institutional support from educational authorities for training school principals in project management, as a prerequisite for improving the quality of European project implementation in schools. Value: The study provides a comprehensive overview of the involvement of schools in Galați County in European educational projects, highlighting their impact on educational institutions and the need to multiply good practices at local and regional level.