In schools, understood as complex organizational systems, middle leaders play a central role in managing both the organizational and didactic aspects of the institution. Acting as mediators between the principal, colleagues, and families, these professionals—by adopting a model of distributed leadership based on the values of equity and accessibility—can foster the dissemination and implementation of effective inclusive teaching methodologies, fully aligned with the principles of Universal Design for Learning (UDL). As highlighted in the literature, there appears to be a strong relationship between the distributed and inclusive leadership of these professionals and the improvement of student learning outcomes. Based on these reflections, this contribution aims to present the initial results of a study conducted in several schools in the Campania Region, exploring teachers' perceptions of the degree of inclusive leadership exercised by middle leaders.
Nella scuola, intesa come sistema organizzativo complesso, hanno un ruolo centrale le figure di sistema, deputate alla gestione organizzativa e didattica dell’istituzione; esse, in qualità di mediatori tra il dirigente, i colleghi e le famiglie, adottando un modello di leadership distribuita orientato ai valori dell’equità e dell’accessibilità, potrebbero promuovere la diffusione e l’implementazione di metodologie didattiche efficaci e inclusive, in piena coerenza con i principi dell’Universal Design for Learning (UDL). Come emerge in letteratura, esisterebbe una stretta relazione tra la leadership distribuita e inclusiva di tali professionisti e un miglioramento degli apprendimenti di tutte le studentesse e di tutti gli studenti. Partendo da tali riflessioni, il presente contributo intende illustrare i primi risultati di una ricerca svoltasi in alcune scuole della regione Campania, per esplorare le opinioni dei docenti sul grado di leadership inclusiva agita dalle figure di sistema
La centralità della leadership distribuita dei leader intermedi per l'inclusione piena
Flavia Capodanno
;Paola Aiello
2025
Abstract
In schools, understood as complex organizational systems, middle leaders play a central role in managing both the organizational and didactic aspects of the institution. Acting as mediators between the principal, colleagues, and families, these professionals—by adopting a model of distributed leadership based on the values of equity and accessibility—can foster the dissemination and implementation of effective inclusive teaching methodologies, fully aligned with the principles of Universal Design for Learning (UDL). As highlighted in the literature, there appears to be a strong relationship between the distributed and inclusive leadership of these professionals and the improvement of student learning outcomes. Based on these reflections, this contribution aims to present the initial results of a study conducted in several schools in the Campania Region, exploring teachers' perceptions of the degree of inclusive leadership exercised by middle leaders.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.