What is it about?
This article aims to explore the evolution of school leadership in Italy toward a model of leadership for learning. Italy is undergoing radical changes in the governance structures (school autonomy and accountability) affecting schools in general, and school principals in particular, based on the way they promote, manage, and monitor the improvement of student learning. This has created an interesting, fertile ground for researchers to review how the policy- mandated initiatives are impacting on leadership for learning in schools.
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Why is it important?
This article addresses two main questions. The first question explores how the new governance structures facilitate or impede an effective approach to leadership for learning. The second question explores whether the accountability reforms acknowledge and respect the history and traditions in which leadership is culturally embedded. This article concludes by presenting the implications for future policy initiatives based on the need to link school accountability and school improvement.
Perspectives
Angelo Paletta is Professor of Management Control Systems at Alma Mater Studiorum, University of Bologna, Deputy Rector position, responsible for the Finance and Social Responsibility. He was appointed by Pope Francis as a member of the Vatican Catholic Education Congregation. His main research interests include: educational management and leadership; public governance and accountability; crisis management and reorganization.
angelo paletta
Universita degli Studi di Bologna
Read the Original
This page is a summary of: Governance and Leadership in Public Schools: Opportunities and Challenges Facing School Leaders in Italy, Leadership and Policy in Schools, May 2016, Taylor & Francis,
DOI: 10.1080/15700763.2016.1181186.
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