Διοικητική διαχείριση της αντίστασης στην καινοτομία και στην αλλαγή στο εκπαιδευτικό σύστημα: Ο ρόλος της πολλαπλής νοημοσύνης στην ηγεσία

Abstract

The Greek educational system is centralizing, concentrating, autocratic and counterproductive, undermining the conscious adoption of innovation and change in the schools. Although the fact that under normal circumstances the schools owe autonomously to look for changes and search innovations, adopting and applying them for pedagogical scopes; in Greek unhealthy context, the administrations of schools need to operate as equalizers and therapists against to the resistance to change. In order to overcome the obstacles that the Ministry of Education create, the schools’ principals must become leaders, trying to find solutions to handle the resistances, investing on the reciprocal relationships with the educators, the students, their parents and the community. The multiple intelligence leadership is capable to be both successfully transformational and instructive, inducing a common conscious acceptance and support of desirable changes.