CONCEPTUAL ANALYSIS article
Front. Educ.
Sec. Leadership in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1657742
School leadership and organization in times of complexity: Paths to a collaborative and regenerative school
Provisionally accepted
- Faculty of Education and Psychology - Research Centre of Human Development, Porto, Portugal, Catholic University of Portugal, Lisbon, Portugal
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This article describes a possible metamorphosis of school grammar -the underlying structures, practices, and norms that shape how schools function -through the organization of teaching by educational teams. Educational teams can serve as catalysts for transforming schools into more personalized, flexible, interactive, and adaptive systems. It also discusses the implications of these structural changes for the shift towards more integrative leadership models, such as collaborative and regenerative leadership. Hence, the article tries to fill a conceptual gap concerning how educational teams can serve as a structural level for reconfiguring the traditional grammar of schooling through an integrative lens that implies school actors. To present further implications for practice, this article, a conceptual analysis, examines the role of principals, middle leaders, and teacher leaders in building these leadership perspectives. This whole approach emphasizes the importance of a joint, articulated and holistic effort, which will require a change of vision and purpose, but also of structures, of leadership and of the school cultures, in an ecological dynamic, to achieve the sustainable success of the school and the attainment of the goals of quality, equity, diversity and social justice.
Keywords: Regenerative Leadership1, Collaborative Leadership2, Educational Teams3, complexity4, sustainability5
Received: 01 Jul 2025; Accepted: 16 Jul 2025.
Copyright: © 2025 Pinheiro, Matias Alves and Serra. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Generosa Vilela Pinheiro, Faculty of Education and Psychology - Research Centre of Human Development, Porto, Portugal, Catholic University of Portugal, Lisbon, Portugal
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