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dc.contributor.authorBoldi, MARTA
dc.date.accessioned2024-12-20T12:49:18Z
dc.date.available2024-12-20T12:49:18Z
dc.date.issued2024
dc.identifierONIX_20241220_9791221505047_518
dc.identifier.issn2704-5781
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/96726
dc.languageItalian
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
dc.subject.otherComplex system
dc.subject.otherHead teacher
dc.subject.otherOrganizational culture
dc.subject.otherSchool institution
dc.subject.otherSelf-assessment report
dc.titleChapter Gestione dello stato di criticità organizzativa e gestionale del sistema complesso scuola
dc.typechapter
oapen.abstract.otherlanguageThe evolution of the complex school system from its origins to school autonomy explains why it has acquired the connotation of complexity over time. This synergy between organization and institution that has been developing has resulted in the identification of the leader and the manager in one and the same person, that is, the School Headmaster who acts as a function of continuous improvement. The characterizing aspects of the management function and the School Institution become: governance, leadership, manager, research, communication, organizational culture, and empowerment. Organizational culture, in this scenario, understood as the sharing of assumptions, meanings, values and behaviors, becomes the useful means of achieving the institutional mandate: the guarantee of every student's educational success.
oapen.identifier.doi10.36253/979-12-215-0504-7.15
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221505047
oapen.series.number19
oapen.pages8
oapen.place.publicationFlorence


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