What constitutes key professional knowledge for the cultural leadership of elementary schools? Considering career headteachers’ organizational knowledge

D’Souza, Richard

doi:10.1080/13603124.2023.2281357

Cited by 1 publication

(2 citation statements)

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“…Upon closer examination of the actual practices of school life, it does not seem that a true leader figure emerges, which could be thought of as embodied in the school principal [9]. This role is subject to continuous negotiation in which social actors seek to define their respective tasks, rights, and duties.…”

Section: Leadership and Co-productionmentioning

confidence: 99%

“…(2023), speaking of priorities emerging in leadership work, mention, for Spain and Portugal, actions such as creating a satisfactory organizational climate, promoting positive relationships, enhancing participation, cultivating solidarity and democratic values, creating, and preserving a tolerant atmosphere, and fostering collaboration, all of which can be considered correlated with values such as altruism, cooperation, and generativity. D'Souza [9], in the UK, from a series of interviews with principals, highlights aspects such as the quality of relationships, aspiration, achievement, fulfilment, responsibility, and reflexivity. Finally, for Italy, Paletta [10] speaks of the school principal as a builder of social value.…”

Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%

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School Leadership Between Accountability and Values

Seta,

Badiglio

2024

ASM

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This article presents a critical update on the concept of constructivist leadership, which was developed in the 1990s in the school context. Firstly, it is emphasized that, although the concept was initially introduced in the educational context, its implementation in these settings faces some difficulties. A discrepancy is highlighted between the leader-centric view, which views the leader as the central figure determining the actions of followers, and a true constructivist approach, which prioritizes the process of co-producing leadership and organizational change. Research in the field of school leadership highlights the importance of shared values, such as trust and integrity, but it is observed that new problems emerge that require changes in the norms and values of educational institutions. To address these challenges, educational organizations need to develop the capacity for learning to learn, adapt their values and promote social capital for both individuals and the whole school network. The concept of a network learning organization is proposed as an organization capable of fostering the growth of social networks reinforcing shared values through exchanges and discussions. Finally, a revision of the concept of accountability is suggested, actively involving all social actors, including students and families, in promoting the quality of education and student well-being.

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Section: Leadership and Co-productionmentioning

confidence: 99%

Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%