Le ricadute del modello DADA (Didattiche per Ambienti di Apprendimento) sulle scuole: il benessere degli insegnanti, le prassi didattiche, gli ambienti di apprendimento e la governance delle scuole.

This contribution collects the results carried out so far in the monitoring of DADA schools, starting from the introduction of this model in schools, and aims to complete the cognitive framework from the point of view of the effects on teachers and environments, with particular reference also to school leaders. For this purpose, a questionnaire was used that collected quantitative data on the level of perceived well-being, on self-efficacy, on openness to change, on the teaching strategies used daily by DADA teachers, in addition to some focus groups organized with three schools. The data show that the classroom transformation initiatives underlying the DADA model are sometimes limited by the rigidity of Italian school structures and the lack of adequate space to be assigned to the individual teacher. However, the willingness on the part of teachers to continue adopting the Model and to want to continue improving their teaching remains widespread, despite the structural and relationship problems with colleagues. The second focus of the contribution concerns school managers, who have the hard task of governing any didactic innovation within the school. The second postulate of the Dada model (Fattorini, 2019) affirms its unavoidable choral and pervasiveness in all components of the school community. For this reason, attention was also paid to governance processes and primarily to the school manager.