Mincu Monica
Department of Philosophy and Educational Sciences, University of Turin, Palazzo Nuovo, Via Sant'Ottavio, 20, 10124 Torino, TO Italy.
Institute of Education, UCL, Centre for Educational Leadership, London, United Kingdom.
Prospects (Paris). 2022;52(3-4):231-242. doi: 10.1007/s11125-022-09625-6. Epub 2022 Oct 31.
Failing to recognize the role of leaders in quality and equitable schooling is unfortunate and must be redressed. Leadership is fundamentally about organized agency and collective vision, not managerialism, since it is an organizational quality, not merely a positionality attribute. Most important, if change is to be systemic and transformative, it cannot occur uniquely at the individual teachers' level. School organization is fundamental to circulating and consolidating new innovative actions, cognitive schemes, and behaviors in coherent collective practices. This article engages with the relevance of governance patterns, school organization, and wider cultural and pedagogical factors that shape various leadership configurations. It formulates several assumptions that clarify the importance of leadership in any organized change. The way teachers act and represent their reality is strongly influenced by the architecture of their organization, while their ability to act with agency is directly linked to the existence of flat or prominent hierarchies, both potentially problematic for deep and systemic change. A hierarchical imposition from above as well as a lack of leadership vision in fragmented school cultures cannot determine any transformation.
未能认识到领导者在优质且公平的学校教育中的作用是令人遗憾的，必须加以纠正。领导力从根本上讲关乎有组织的能动性和集体愿景，而非管理主义，因为它是一种组织特质，而不仅仅是职位属性。最重要的是，如果变革要具有系统性和变革性，就不能仅在个体教师层面发生。学校组织对于在连贯的集体实践中传播和巩固新的创新行动、认知模式及行为至关重要。本文探讨治理模式、学校组织以及塑造各种领导格局的更广泛文化和教学因素的相关性。它提出了几个假设，阐明了领导力在任何有组织变革中的重要性。教师的行为方式及其对自身现实的呈现深受其所在组织架构的强烈影响，而他们发挥能动性的能力则直接与扁平或突出的层级结构的存在相关联，这两者对于深度和系统性变革都可能存在问题。自上而下的层级强制以及碎片化学校文化中缺乏领导愿景都无法促成任何变革。
