Page 106 - Educational Leadership in a Changing World

Martina Kovačič and Anita Trnavčević

are appointed as dirigenti scolastici and are responsible for the strate-
gic management of their schools, a role significantly strengthened by
the enactment of Legge 13 luglio 2015, n. 107 [Law No. 107/2015] (Ri-
forma del sistema nazionale di istruzione e formazione e delega per il
riordino delle disposizioni legislative vigenti, 2015), commonly known
as La Buona Scuola.
This law redefined the principal’s role from that of a primarily peda-
gogical leader to a strategic manager responsible for overseeing staff re-
cruitment, financial and human resources management, and the overall
development of the educational institution. Article 1 of La Buona Scuola
assigns principals the task of preparing and implementing the Piano
Triennale dell’Offerta Formativa (ptof), overseeing teacher assign-
ment, and aligning school activities with broader national and regional
education strategies. These responsibilities function within a frame-
work aimed at enhancing school autonomy and fostering long-term
institutional planning.
Following selection, new principals undergo an induction period that
includes mandatory training organized by indire (Istituto Nazionale
di Documentazione, Innovazione e Ricerca Educativa). Although the
initial training primarily addresses legal and managerial content, con-
temporary leadership frameworks emphasize that effective school lead-
ership also requires interpersonal competencies, such as communica-
tion, negotiation, and collaboration skills, which are crucial for foster-
ing inclusive and effective school environments (European Agency for
Special Needs and Inclusive Education, 2016).
Altogether, the Italian system increasingly recognizes the impor-
tance of soft skills in school leadership. While these competencies are
not always explicitly evaluated in formal selection procedures, they are
strongly emphasized in post-selection training and professional devel-
opment. As a result, newly appointed principals are better supported
in addressing the multifaceted demands of educational leadership.

Austria
In Austria, the role of school principals is defined by a combination
of legal mandates and competency-based models that emphasize both
formal qualifications and soft skills. The Federal Ministry of Education,
Science and Research (bmbwf) has developed a comprehensive lead-
ership profile and training programmes to ensure that school leaders
are equipped with the necessary competencies to manage schools effec-

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