Page 117 - Educational Leadership in a Changing World

Navigating between Principalship, Leadership and Management

cultural traditions and legal frameworks. Research on school manage-
ment should be informed by new insights from general management,
which continues to influence school practices in multiple ways. Addi-
tionally, educational leadership theories may benefit from being exam-
ined through a constructivist research paradigm, as Wei (2025) sug-
gests. Leadership, management, and principalship are dynamic con-
cepts; new generations of parents, students, and emerging technolo-
gies demand innovative teachers guided by forward-thinking princi-
pals. As a result, exploring the relationship between the ‘new’ and the
‘old’ opens up new avenues for research.

References
Ažman, T., & Zavašnik, M. (2023). Headteachers’ networks for leadership de-
velopment. Vodenje v vzgoji in izobraževanju, 21(1), 84–101.
Bartlett, L., Frederick, M., Gulbrandsen, T., & Murillo, E. (2002). The marke-
tization of education: Public schools for private ends. Anthropology and
Education Quarterly, 33(1), 5–29.
Beamten-Dienstrechtsgesetz (bdg). (1979). Bundesgesetzblatt für die Republik
Österreich, (333).
Bundesministerium für Bildung, Wissenschaft und Forschung. (2020). Kompe-
tenzprofil für Schulleiterinnen und Schulleiter.
Bush, T. (2007). Educational leadership and management: Theory, policy, and
practice. South African Journal of Education, 27(3), 391–406.
Bush, T. (2008). From management to leadership: Semantic or meaningful
change? Educational Management Administration and Leadership, 36(2),
271–288.
Davies, B. J., & Davies, B. (2006). Developing a model for strategic leadership
in schools. Educational Management Administration and Leadership, 34(1),
121–139.
Decreto Legislativo 30 marzo 2001, n. 165: Norme generali sull’ordinamento
del lavoro alle dipendenze delle amministrazioni pubbliche. (2001). Gaz-
zetta Ufficiale della Repubblica Italiana, (106).
Dolgan, K. (2012). Značilnosti vodenja v slovenskih osnovnih šolah. Andragoš-
ka spoznanja, 18(1), 10–27.
European Agency for Special Needs and Inclusive Education. (2016). Country
policy review and analysis: Italy.
Gurr, D. (2015). A model of successful school leadership from the International
Successful School Principalship Project (isspp). Societies, 5(1), 136–150.
Hallinger, P. (1992). The evolving role of American principals: From managerial
to instructional to transformational leader. Journalof EducationalAdmin-
istration, 30(3), 35–48.

117