Αποτελεσματική σχολική ηγεσία: διευθύνοντας την αυτόνομη, αυτοαναφορική και αυτοποιητική σχολική μονάδα
Through this present study is being attempted the connection between two different theoretical foundations, such as leadership and systemic theory, under the umbrella of school development. Ηow should therefore be a leader in a school unit , who has to manage daily issues with a variety of stakehold...
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| Summary: | Through this present study is being attempted the connection between two different theoretical foundations, such as leadership and systemic theory, under the umbrella of school development. Ηow should therefore be a leader in a school unit , who has to manage daily issues with a variety of stakeholders, such as students, teachers, parents, local authorities and superiors?
Nowadays, things are not simple or linear, as society is more complex than ever and the changes taking place are constant and intense. The development processes are now circular, following a spiral direction, where the former is becoming the basis for the next.
Leadership deemed effective when a carrier of change and ultimately leads to school development.
Purpose of this study was to develop and propose a leadership model based on systemic characteristics, of the leader and school, as they emerged and were presented in the first part of the literature review.
The leader then should stand worthy of the requirements of the administration and management of a contemporary and complex school unit, which self-organizes, realizes its potential effect, attempts frames changes, wants to incorporate conflicting opinions and performs a programmatic agreement widely accepted and supported by the teachers.
All this can be achieved if the director of the school unit perceives it as a system and acts adopting a systemic leadership culture (Kontakos, 2010).
Traditional mechanical leadership models that were based on functions such as planning, assessment and control procedures, can not stand anymore effectively within modern organizations, which are self-organized, autonomous and autopoietic systems. Μodern leadership behavior requires a systemic perspective of leadership , which now observes structures with the aim to create and ensure meaning through the significant sense of communication. Particularly systemic educational leadership means managing complexity , perceived or not, planning in an uncertain context, operating collaboratively. Τherefore, each problematic situation that occurs in an organization should be considered in conjunction with the effects of the other components and parts of it (Koontz et al., 1982). |
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