{'fraction_non_alphanumeric': 0.01638530287984111, 'fraction_numerical': 0.0, 'mean_word_length': 5.417197452229299, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
THE IMPACT OF AGENCY IN THE ORGANIZATIONAL-MANAGERIAL AND EDUCATIONAL-DIDACTIC PROCESSES OF SCHOLASTIC INSTITUTIONS

The paper offers a reflection arising from the observations related to the first results of a survey that is being conducted in the first operational part of the PhD project, entitled Inclusive Policies: the school as a participated community and professional development mediated by the agency. Through this survey, which is still ongoing, we analyze the perception and attitude of the school manager and the teachers towards documents and tools used in the self-evaluation and self-improvement processes that all scholastic institution are called upon to perform. This survey references to the methods of action of the actors involved in these processes with the purpose to understand: what kind of relationship exists between the inclusive policies and the governance of these processes and what is the impact of teachers' ability to deal with this relationship. It also allows us to understand if and how the remarkable legislative innovations are really integrated, in the operative plan, within the specifics of the single scholastic institutions. In fact, recent laws have introduced the use of tools, within the procedures that underpin the school organization, increasingly articulated and complex that invite to rethink the mode of action of the entire school community. In particular, attention is paid to the relationship between the methods of action adopted and the self-evaluation and self-improvement processes that require co-responsibility and co-participation of all actors in the school context. This perspective shows that development of teacher agency skills is mandatory and oriented towards integration, dynamism and flexibility. Moreover, we note how favoring such mechanisms brings a potential contribute to increase agency itself not only of a single teacher but of the whole school community and to encourage a "culture" of professional, inclusive learning development.