School Leadership Between Accountability and Values

Abstract

This article presents a critical update on the concept of constructivist leadership, which was developed in the 1990s in the school context. Firstly, it is emphasized that, although the concept was initially introduced in the educational context, its implementation in these settings faces some difficulties. A discrepancy is highlighted between the leader-centric view, which views the leader as the central figure determining the actions of followers, and a true constructivist approach, which prioritizes the process of co-producing leadership and organizational change. Research in the field of school leadership highlights the importance of shared values, such as trust and integrity, but it is observed that new problems emerge that require changes in the norms and values of educational institutions. To address these challenges, educational organizations need to develop the capacity for learning to learn, adapt their values and promote social capital for both individuals and the whole school network. The concept of a network learning organization is proposed as an organization capable of fostering the growth of social networks reinforcing shared values through exchanges and discussions. Finally, a revision of the concept of accountability is suggested, actively involving all social actors, including students and families, in promoting the quality of education and student well-being.