The role of key actors in school governance: an italian evidence

The greater awareness of the role of key actors in the school governance processes and the need to expect a “new leader” in the increasing school complexity are essential conditions to reform the schools from within, so as to provide them with skills related to globalisation, improvement to the educational quality, strengthening of positive relationship with the territory, and development of effective learning community. This study aims at checking the quality of Italian school governance and the changes necessary to achieve a school governance oriented towards the continuous improvement of performances for the benefit of stakeholders and for building a learning community. By means of an analysis based on the technique of the focus groups, the empirical evidence on the role of relevant actors in the school governance processes in Italy and the emerging needs for a more participatory school (in accordance with Europe 2020 strategy) will be presented. The research is supported by EACEA (Education, Audiovisual and Culture Executive Agency of European Commission) and this article represents a work in progress on the project “School Governance to Build a Learning Community” (Oct. 2010−Oct. 2012) approved by European Union. SGoLC partners are: University of Brescia, Consorzio degli Istituti Professionali, P. A. Group Srl (Italy); University of Thessaly, Regional Directorate of Primary and Secondary Education in the North Aegean (Greece); ROC Midden Nederland (The Netherlands); The Colegiul Tehnic “Mihai Viteazul” (Romania); and University of Stockholm (Sweden).