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Orientism Management Strategy for Entrepreneurial Mindset in the School Governance

Orientism Management Strategy for Entrepreneurial Mindset in the School Governance

Luisa dall'Acqua
Copyright: © 2018 |Pages: 32
ISBN13: 9781522539063|ISBN10: 1522539069|EISBN13: 9781522539070
DOI: 10.4018/978-1-5225-3906-3.ch006
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MLA

dall'Acqua, Luisa. "Orientism Management Strategy for Entrepreneurial Mindset in the School Governance." Improving Business Performance Through Effective Managerial Training Initiatives, edited by Luisa dall'Acqua and Dickson Lukose, IGI Global, 2018, pp. 115-146. https://doi.org/10.4018/978-1-5225-3906-3.ch006

APA

dall'Acqua, L. (2018). Orientism Management Strategy for Entrepreneurial Mindset in the School Governance. In L. dall'Acqua & D. Lukose (Eds.), Improving Business Performance Through Effective Managerial Training Initiatives (pp. 115-146). IGI Global. https://doi.org/10.4018/978-1-5225-3906-3.ch006

Chicago

dall'Acqua, Luisa. "Orientism Management Strategy for Entrepreneurial Mindset in the School Governance." In Improving Business Performance Through Effective Managerial Training Initiatives, edited by Luisa dall'Acqua and Dickson Lukose, 115-146. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3906-3.ch006

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Abstract

In a digital era, characterized by shared decision-making, and where web-based management is increasingly widespread, the term school “leader” may also refer to the highest-ranking administrator, who manages a complex organization, leads teachers, as well as those who participate in school leadership activities, using and managing digital supports. The school leader is always the first and foremost person in ensuring the efficiency in running the school and the effectiveness of the educational politics application. Nowadays, this role includes new duties and needs an equipment for new skills. Education world and policy makers alike seek a frame for effective leadership that can produce sustainable school improvement and continuous teacher commitment. The research finality of this chapter is how to manage the educational change, to train principals/headmasters to be decision leaders, able to recognize and manage the change, choose right collaborators/coadjutors with the perspective of a factual team building.

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