Abstract
Employing the bibliographic review method, this article aims at the creative synthesis of the individual elements that make up and, at the same time, substantiate the comprehensiveness of the original theoretical model of ‘positive’ school leadership that is proposed. Firstly, it is pointed out that the identity of ‘positive’ school leadership is founded on the strong bases of an unquestionable belief in the value of the human being, the promotion of strengths and the cultivation of a positive emotional asset of hope, determination, respect and co-responsibility. Next, the structural elements of the model are identified and explained, in order to demonstrate their intrinsic coherence. In particular, the four central axes of ‘positivity’, ethics, relationships and care are fully aligned with the four basic principles of emphasis on virtues, authentic commitment to moral values, focus on human relationships and aiming to provide ‘universal’ care. The same theoretical relevance is also reflected in the practices adopted by the model, with the main ones being the search for and strengthening of the talents of individuals and groups, the encouragement of bonds of mutual respect and unconditional trust, as well as the personal involvement of the leader in change and vision of the school.
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‘Positive’ School Leadership: A proposal of a theoretical model 948 KB