Can schools be autonomous in a centralised educational system? On formal and actual school autonomy in the Italian context

Abstract

Purpose

The purpose of this paper is to examine the difference between formal and real school autonomy in the Italian educational system. The Italian case is characterised by low levels of school autonomy. It is interesting to consider whether heterogeneity of patterns is possible in this context. A description of this heterogeneity is provided through archetypes.

Design/methodology/approach

The methodology is a qualitative survey conducted among school principals. A non‐standardised questionnaire was completed by 35 principals. The collected data were examined in accordance with the framework dimensions (different features of school autonomy) and three archetypes were identified.

Findings

The three archetypes of schools identified are: first, entrepreneurial (the strategies followed and the tools used are broader than those that the law prescribes); second, chaotic (different actors express their opinions but, ultimately, there is no shared decision at the school level); and third, bureaucratic (the school's principal thinks that nothing can be done without legal prescription).

Originality/value

Through a new case (the Italian educational system), this paper contributes to the stream of literature on the disconnect between formal and real school autonomy. This paper can help policy makers to improve understanding of the characteristics and internal heterogeneity of the educational system.

Citation

Agasisti, T., Catalano, G. and Sibiano, P. (2013), "Can schools be autonomous in a centralised educational system? On formal and actual school autonomy in the Italian context", International Journal of Educational Management, Vol. 27 No. 3, pp. 292-310. https://doi.org/10.1108/09513541311306495