School leadership dimensions that foster the development of learning ecosystems. The cases of the 'Scuola Diffusa' (Reggio Emilia, Italy) and 'interseccions' (Catalonia, Spain)

Abstract

Purpose This article is based on the hypothesis that distributed and ecological leadership by the school institution and agents involved contributes to the creation, further development and sustainability of learning ecosystems. With this premise in mind, the main research question was: What are the main dimensions for developing learning ecosystems from an ecological perspective focused on school leadership? Thus, the purpose of this article is to identify and analyze school leadership dimensions from an ecological perspective within the context of flourishing learning ecosystems. The specific aims are to test the significance of and empirically illustrate those dimensions and/or conditions considered to nurture learning ecosystems. Design/methodology/approach Drawing on notions of system, distributed and ecological leadership, the article presents a theoretical approach for examining ecological leadership. The framework is tested and illustrated in two case studies developed in Reggio Emilia (Italy) and El Prat de Llobregat, Catalonia (Spain), respectively. The data consist of semi-structured interviews and focus group interviews involving school principals, educators and program coordinators from the two municipalities. Findings Based on the literature review and empirical work carried out, three conditions are suggested and illustrated for creating, developing and sustaining learning ecosystems: (1) cultural conditions (shared purpose and view, ecosystem engagement, shared knowledge and organizational changes); (2) social conditions (social capital, trust and interdependence-collaborative culture) and (3) material conditions (time, infrastructure and sustainability). Practical implications The findings have practical implications for understanding the conditions needed for an ecological leadership that nurtures thriving learning ecosystems throughout the school and local communities. Originality/value This article adopts an ecological perspective on school leadership that challenges more traditional perspectives emphasizing individual leadership (school leaders) and identifies three core dimensions that characterize school leadership in the context of socio-educational ecosystems connecting school and local community. This approach is illustrated through two cases carried out in Reggio Emilia, Italy, and Catalonia, Spain, respectively