Based on data collected from semi-structured interviews with 46 head teachers in the Autonomous Province of Trento, this article investigates the nature and quality of leadership practices. In agreement with systematic management theories, it is debated whether the five management processes and 21 leadership practices underlying them, presented in other contributions in this special issue of the maga- zine (Paletta, 2015b), are supervised in a balanced manner by head teachers. Furthermore, the article studies the relationship between variables in terms of context, the personal characteristics of head tea- chers and leadership practices. The study focuses particularly on the response of head teachers to the demand for accountability from the administration in relation to the complexity of the specific context. As regards this, in agreement with the theories of Power (1997), the article analyses the effects of “discon- nection-colonisation” associated with accountability systems.
Sulla base dai dati raccolti con un’intervista semi strutturata a 46 dirigenti scolastici della Provincia Auto- noma di Trento, questo articolo indaga la natura e la qualità delle pratiche di leadership. In accordo con le teorie sistemiche di management ci si chiede se i cinque processi di management, e le 21 pratiche di leadership ad essi sottostanti presentati in altri contributi di questo stesso Special Issue della rivista (Paletta, 2015b), sono presidiati in modo equilibrato dai dirigenti scolastici. Inoltre, l’articolo studia la relazione tra variabili di contesto, tratti personali dei dirigenti scolastici e pratiche di leadership. Un parti- colare focus dello studio delle pratiche di leadership riguarda le risposte che i dirigenti scolastici danno alle istanze di accountability che provengono dall’amministrazione rispetto alla complessità del loro specifico contesto. A tale riguardo, in accordo con quanto teorizzato da Power (1997), si analizzano gli effetti di “disconnessione-colonizzazione” associati ai sistemi di accountability.
Paletta, A. (2015). Le pratiche manageriali dei dirigenti scolastici: cosa le determina e come possiamo valutarle. RICERCAZIONE, 7(1), 111-136.
Le pratiche manageriali dei dirigenti scolastici: cosa le determina e come possiamo valutarle
PALETTA, ANGELO
2015
Abstract
Based on data collected from semi-structured interviews with 46 head teachers in the Autonomous Province of Trento, this article investigates the nature and quality of leadership practices. In agreement with systematic management theories, it is debated whether the five management processes and 21 leadership practices underlying them, presented in other contributions in this special issue of the maga- zine (Paletta, 2015b), are supervised in a balanced manner by head teachers. Furthermore, the article studies the relationship between variables in terms of context, the personal characteristics of head tea- chers and leadership practices. The study focuses particularly on the response of head teachers to the demand for accountability from the administration in relation to the complexity of the specific context. As regards this, in agreement with the theories of Power (1997), the article analyses the effects of “discon- nection-colonisation” associated with accountability systems.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
