School Leadership and the Professional Development of Principals in Inclusive and Innovative Schools: The Portuguese Example

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.