Editor-in-Chief
Silvio Scanagatta

Executive Committee

Ursula Apitzsch, Gianluca Argentin, Jean-Louis Derouet, François Dubet, Charles Glenn, Paolo Landri, Valeria Pandolfini, Marco Pitzalis, Luisa Ribolzi, Emanuela Rinaldi, Mariagrazia Santagati, Roberto Serpieri, Francesca Setiffi, Alison Taysum, Carlos Alberto Torres, Assunta Viteritti, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Francesca Setiffi

Editorial Assistants
Antonio Cocozza, Gian Paolo Lazzer, Maurizio Merico, Valeria Pandolfini, Emilia Emanuela Rinaldi

Review article editor -
Book review editor
Maddalena Colombo

Interview editor
Barbara Segatto

KEEP INFORMED

 

For Italian Law
Iscrizione n.2165 - 13.02.2009 - Registro Stampa Tribunale di Padova

Direttore Responsabile: Giulia Golo

Collaborative Leadership and Teachers Wellbeing. Research Strategies and School Governance in the Italian Education Field

TitleCollaborative Leadership and Teachers Wellbeing. Research Strategies and School Governance in the Italian Education Field
Publication TypeJournal Article
Year of Publication2017
AuthorsSerpieri R, Vatrella S
Secondary TitleItalian Journal of Sociology of Education
Volume9
Issue1
Pagination174-198
Date Published02/2017
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordsleadership, research tools and methods, strategies of governing, teachers’ wellbeing
Abstract

The article deals with the relationship between research methods and strategies of governing in Italian education field. In particular, it relates to the surveys, whose interpretative and methodological machinery colludes with the neo- managerialist re-culturing of education space by embedding new public management ideas and tools within the educational texture. Thus, in order to analyse the generative effects that certain methodological choices can have on producing the field to be inquired, it focuses on the way in which defining unit of analysis, choosing techniques to collect data and aiming to such research objectives contribute to produce the “representation for the field to be governed [...] the techniques to be employed, and the ends to be achieved” (Dean 2010, p. 268) in education field. Our findings show how: the neo-managerialist ‘tyranny of numbers’ (Ball, 2007) - imposed both on education space, and research methods in education field can be refused, because - despite inquiry contexts “governed by numbers” (Ozga, 2009) - readings in line with a democratic perspective can be supplied.

URLhttp://ijse.padovauniversitypress.it/2017/1/9
DOI10.14658/pupj-ijse-2017-1-9
Paper: