Centralization reforms in the education sector aim to ensure consistent service quality and more efficient use of resources. In the studied Lithuanian municipality, ten separate preschool institutions were merged into one centralized kindergarten, seeking to establish unified professional standards and improve educational quality. However, such changes raise questions about how the newly implemented reforms are perceived in employees’ daily practice.

The aim of this study is to reveal how, under conditions of centralization, employees perceive the clarity of educational quality principles, the application of professional standards, and the role of feedback in their professional development. The study uses a mixed methodology: document analysis (reorganization plans, internal regulations, quality assessment documents), secondary statistical data analysis (indicators of staff distribution, workload, service volume), and an employee survey.

In the survey, employees evaluated the clarity of educational quality standards, the uniformity of their application, the effectiveness of feedback, and their participation in shaping professional decisions. Preliminary data analysis revealed that some employees view the impact of centralization positively, particularly clearer standards and the sharing of common methodological experience. However, challenges remain in the practical implementation of professional standards and in establishing a unified understanding of educational quality throughout the institution. There is a noted need to involve employees more actively in creating professional standards and to transform feedback into a tool for development rather than control.

The study provides practical insights into how education leaders can manage quality assurance processes during large-scale organizational transformations.

Keywords: Educational quality, professional standards, employee attitudes, centralization, education network.