Mincu, Monica E; (2024) School and middle leadership tasks, skills and standards in low school autonomy systems: what is the impact of system governance and school community? UNESCO: Paris, France.

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Abstract

This report examines school systems in which school autonomy is relatively low and the role and profile of school principals are shaped by system regulations. The studyinvestigates the impact of different governance mechanisms such as hierarchies, markets and networks, focusing on how the nature of the interactions between professionals,organisations and the wider environment shape the way school leadership is viewed and the opportunities this affords for leadership to be locally enacted and effective. The personal autonomy of principals and other leaders is enabled or constrained by specificorganisational arrangements, a key factor of variation within and between centralised and decentralised systems. Although the countries under study (France, Italy, Ivory Coast, and Romania) essentially and historically converge on a common centralisedmodel, these systems nevertheless show a number of divergences produced by recent policy developments aiming to instil more flexibility and responsiveness. This report aimsto identify specific school and middle leadership practices and behaviours in diverse economic, cultural and organisational settings and to provide a fresh theoretical perspective to identify both blocking and enabling factors

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