@misc{10481/106821,
year = {2025},
month = {8},
url = {https://hdl.handle.net/10481/106821},
abstract = {The aim of this research is to understand the events and experiences that contribute to the
development of top leaders who are capable of thinking of their organization pedagogically
and strategically to respond to present-day challenges. The uniqueness of the objective itself
justified the choice of narrative research based on the interdependent relationship between
leaders and institutions. Methodologically, the autobiographical narrative was used as the
method and data collection technique. We studied the life stories of two headmasters from
two school clusters in Portugal, as well as the dynamics of their leadership. The analysis of
the life stories was complemented by a chronotopography, documentary analysis, focus
groups with middle managers and interviews with members of the Portuguese Ministry
of Education. The analysis of the data collected through the life narratives enabled a
series of milestones to be identified that, due to their authors’ ability to reflect, were
decisive in their professional development, namely, further education; initial training;
experience in management bodies and lifelong learning; the participation in the Educational
Territories of Priority Intervention programme, the Pedagogical Innovation Pilot Project
and school networks.},
organization = {Fundação para a Ciência e a Tecnologia, IP (FCT) - (grants no. UID/00167/2023, UIDB/00167/2020 and
UIDP/00167/2020)},
publisher = {MDPI},
keywords = {School leadership},
keywords = {Professional development},
keywords = {Innovative schools},
title = {School Leadership and the Professional Development of Principals in Inclusive and Innovative Schools: The Portuguese Example},
doi = {10.3390/educsci15091117},
author = {Ferreira, Daniela and Trindade, Rui and Bolívar Botia, Antonio},
}