TO BE A PRINCIPAL IN TWO DIFFERENT EUROPEAN SCHOOL SYSTEMS. SOME INTERVIEW RESULTS SER DIRECTOR ESCOLAR EN DOS SISTEMAS EDUCATIVOS EUROPEO. ALGUNOS RESULTADOS DE UNA ENTREVISTA

The particular aspects that seem to characterize the activities of head teachers are taking-on responsibility, interpersonal relationships as well as the fragmentation of daily actions. The purpose of this article is to highlight how, despite common characteristics, activities develop differently in two European educational contexts: Spain and Italy. Six school leaders were interviewed during a case study in order to investigate some aspects related to their role and the educational context in which they operate. Results show that although both systems are centralized and give little autonomy, there are 1 Principal at the Istituto di Istruzione Superiore “Corinaldesi-Padovano” in Italy. Currently completing an Education research doctorate at the Universidad Autónoma in Madrid. Email: anna.nicolosi@estudiante.uam.es ORCID: https://orcid.org/0000-0003-0528-3671 marked differences in the methods of selecting a school manager and in their respective careers. The conclusion reflects on the different organization of teaching activities, which, in part, is conditioned by the considerable differences in the size of the institute.


INTRODUCTION
As Spain and Italy are two Mediterranean countries, they share a fairly similar culture, lifestyle and traditions that are also manifested in the school environment.
In both realities legislative changes in the school and education sector seem to be a consequence of the different governmental forces. Despite this, the contents of the reforms concerning the selection, training and evaluation of teaching methodology adopted, the paper presents the were among the first traits to be considered.
According to Bass and Stogdill (ibid), leaders are characterised as having strong feelings of responsibility, the drive to complete tasks, energy and persistence in pursuing goals, willingness to take risks, originality in solving problems, initiative, self-confidence and a sense of personal identity, willingness to bear the consequences of their decisions and actions, the ability to overcome interpersonal stress, tolerance for frustration and delays, ability to influence the behaviour of others and the capacity to structure social interaction toward the goals that are to be pursued.
Despite many researchers and the many  (Krüger and Scheerens, 2012). Richmon and Allison (2003) argue that the search for an un ambiguous definition of leadership is in vain, as it simply does not exist. Although these differ in certain aspects, there are also several characteristics and functions inherent to leadership -in all its forms -that allow drawing a general definition of it.
In the educational sector, leadership as a concept and practice covers a large number of tasks, activities, attitudes and behaviours that are not reducible to the traditional role of the centre director as administrator and manager.
Indeed, terms such as distributed, participatory and democratic leadership are increasingly common (Ciclo de Conefrencia. Liderazgo de los equipo directivo).
In a more recent contribution to this field of study, Leithwood et al. (2006) mention general intelligence, problem solving skills, selfconfidence, emotional stability, extraversion, and internal locus of control, openness to experience, conscientiousness and self-efficacy as relevant personality traits for school leaders.
What is clear is that good leadership is key to the performance of schools. The management establishing and directing the direction of the institutions, establishing a mission -vision to follow global goals and objectives. Another essential part of leadership in schools is the ability to generate and facilitate the necessary conditions for achieving these objectives (Ciclo de Conferencia). In the context of goal setting, this means that what leaders and leadership researchers need to focus on is not just leaders motivational and direction-setting activities but on the educational content of those activities and their alignment with intended student outcomes.
For this reason, in the research, different strategies were used to identify types of leadership and their impact. One of these strategies involved a comparison between the impact of instructional and transformational leadership.
Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and early 80's of schools in poor urban communities where students succeeded despite the odds (Edmonds, 1979). As reported by Bossert, Dwyer, Rowan, and Lee (1982), these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.
Early formulations of instructional leadership assumed it to be the principal's responsibility.
The exclusive focus on the principal reinforced a heroic view of the role that few were able to attain (Hallinger, 2005). Recent research has a more inclusive focus with many instructional leadership measures now embracing principals and their designees (Heck, 1992;Heck, Larsen, & Marcoulides, 1990;Heck, Marcoulides, & Lang, 1991), those in positions of responsibility (Heck, 2000;Heck & Marcoulides, 1996), and shared instructional leadership (Marks & Printy, 2003).
On the other hand, transformational leadership has its origins in James McGregor Burns's 1978 publication in which he analysed the ability of some leaders, across many types of organizations, to engage with staff in ways that inspired them to new levels of energy, commitment, and moral purpose (Burns, 1978).
It was argued that this energy and commitment to a common vision transformed the organization by developing its capacity to work collaboratively to overcome challenges and reach ambitious goals (Robinson, Lloyd & Rowe, 2008).
Bass (1995)  It is more focused on the relationship between leaders and followers than on the educational work of school leadership, and the quality of these relationships is not predictive of the quality of student outcomes.
Transformational leadership involves not only building collegial teams, a loyal and cohesive staff, and sharing an inspirational vision. It also involves focusing such relationships on some very specific pedagogical work, and the leadership practices involved are better captured by measures of instructional leadership than of transformational leadership (Robinson, Lloyd & Rowe, 2008). Marks & Printy (2003), concluded that an "integrated" form of leadership, incorporating a strong capacity for developing shared instructional leadership combined with qualities associated with transformational leadership, was the best predictor of the intellectual quality of students work in both maths and social studies.  (Murillo, 2006).
More recently, within the educational environment the concept of leadership that is most strongly becoming consolidated is "Distributed Leadership" e.g. Gronn, 2002;Timperley, 2005;Spillane, 2006(in Murillo, 2006. It refers to a plurality of individuals who exercise influence within the school community due to an organizational position assigned to them both formally and informally. This is a significant cultural change as the school as a system no longer refers to the unique role of the school manager, but entrusts the development, operation and management of the school to all its members. This redefines the role of school leaders, no longer merely bureaucrats, but promoters of change.

Spain
The schools chosen for the manager's case study and interviews in Spain are concentrated in the metropolitan area of Madrid and the surrounding urban area. They are an average size ranging from 250 to 500 pupils. In no case does the law provide for principals to have more than one school under their supervision. Despite this, the complexity and fragmentation typical of managerial work are evident and noted here too.
The first school observed was an 'Instituto de Enseñanza Superior', which is located in the Madrid's city centre. 250 students attend the school and they are between 16 and 18 years old. This is the last two years of high school before entering university (bachillerato). The idea that pervades the centre is simple and very clear and is carried out with determination by the manager: A school of excellence with remarkable results and high performance in studies. Here the students prepare to participate in both local and national academic competitions and in other European contexts. Its compact size allows the manager to personally manage even the most particular aspects with safety and accuracy.
There are however, few extra-curricular project activities undertaken by the institute.
· 1 6 0 · students results and consequently of the school as a whole.

Italy
In relation to what has already been said, the Italian school system is characterised by a managerial and organizational complexity which sees the work of managers to be In the case of one executive, it was verified that she also had two other schools under her supervision. This situation seems to be purely an Italian characteristic, unseen in other countries, including Spain.

The first school observed was in the south of
Italy. It is a Technical Higher Education Institute located in a residential neighbourhood on the outskirts of a large urban centre. The boys who attend it, about 900 (of which a dozen foreign students), also come from neighbouring areas.
The school's size has seen a remarkable growth in recent years thanks to the assiduous work of the manager who has focused on innovation and entrepreneurship, making it an avant-garde school even though it is in an area that is not particularly rich or economically developed.
There are many extra-curricular project activities, including some of great prestige, which are carried out here and which are financed, mostly, at national and European level.
In the north, the schools visited and the directors' She has undertaken numerous projects that she develops in collaboration both with local authorities in the area and nearby schools, both at national and European level.

Spain
The legislative and training process that sees the achievement of a school manager's career in Spain is different to that in Italy.
Up to about fifteen years ago, to become a school manager in Spain, it was necessary to be elected. The voters, in the school where this Some of the executives observed were appointed by a service commission before the project presentation. In that case, it was enough to send the curriculum followed, over time, by the specific project to make the assignment official.
Each year the school manager in Spain is evaluated by a supervisor in relation to the work carried out according to a formal protocol that the school produces (Documento de Organización del Centro). The document is divided as follows: Characteristics of the Centre (with the indication of the directive team); Pupils (with the relative courses followed in the various disciplines); Academic results (with the evaluation of the previous school year, the absenteeism rate and the disciplinary notes); Staff, Pedagogical Organization (teaching departments, individual teachers timetable, program, meetings, books, autonomy of the Centre); Building, installations and material; Other data; Notes.

Italy
The bureaucratic process that sees school managers taking on this role in Italy differs from the one just described and is quite complex.

FINDINGS
The following table highlights some particular questions and answers. The main purpose is to understand, through the direct narration of its participants, the elements of equality and distinction between the two systems and to trace a synthesis.  and by the regional school office"; 1. Italy: "There is a platform with the regional school office". To conclude, we focus on another significant aspect which is that of the school size. These there is a shared code of values and ideas" (Sergiovanni, 2000).  Ciclo de conferencias. (R)evolución Educativa.