Research Article
An Evaluation of Current Leadership Practices in Secondary Schools in Madrid
Article Metrics
Views
87
Downloads
147
Citations
Crossref
0
Osle. An evaluation of current leadership practices in secondary schools in Madrid. European J Ed Manage. 2022;5(2):97-113. doi: 10.12973/eujem.5.2.97
Osle, . (2022). An evaluation of current leadership practices in secondary schools in Madrid. European Journal of Educational Management, 5(2), 97-113. https://doi.org/10.12973/eujem.5.2.97
Osle Ángel. "An Evaluation of Current Leadership Practices in Secondary Schools in Madrid ," European Journal of Educational Management 5, no. 2 (2022): 97-113. https://doi.org/10.12973/eujem.5.2.97
Osle, 2022, 'An evaluation of current leadership practices in secondary schools in Madrid', European Journal of Educational Management, vol. 5, no. 2, pp. 97-113. Osle, Ángel. "An Evaluation of Current Leadership Practices in Secondary Schools in Madrid." European Journal of Educational Management, vol. 5, no. 2, 2022, pp. 97-113, https://doi.org/10.12973/eujem.5.2.97.
Abstract
This study aims to evaluate the leadership practices of a sample of secondary school principals in the Madrid region. An attempt will be made to provide some insights into their professional profile, their performance of leadership tasks, and the different elements that define their leadership model. An online questionnaire was used to collect their opinions on the day-to-day performance of their leadership role, as well as on the factors that influence their leadership style. From a methodological point of view, a quantitative approach is used within an interpretative framework, given that the emphasis is not on the generalisation of results but on understanding how school principals operate in their particular context. Results revealed that instructional leadership in Spain is still seen as a challenging goal for principals. This is closely in line with the bureaucratic nature of the headship role in Spanish schools.
Keywords: Instructional leadership, leadership practice, school leadership in Spain, school principal.
References
Álvarez, E., & Pérez, R. (2011). Liderazgo directivo en los centros educativos de Asturias [Managerial leadership in Schools in Asturias]. Bordón, 3(3), 23–42. http://hdl.handle.net/11162/37535
Aramendi, P., Teixidó, J., & Bernal, J. L. (2009). Evaluación del acceso a la dirección escolar en los centros públicos del País Vasco. [Assessing the access to leadership positions in public schools in the Basque Country]. Revista de Educación, 11, 119-136. https://bit.ly/3Bu5NWj
Ballester, L., Nadal, A., & Amer, J. (2014). Métodos y técnicas de investigación educativa [Methods and techniques in educational research]. 178 Col·lecció Materials Didàctics.
Barrios, C., Iranzo, P., & Tierno, J. (2013). Avances teórico-prácticos y legislativos en la profesionalización de la dirección escolar en España. El caso de Cataluña [Theoretical-practical and legislative advances in the professionalization of the school leadership role in Spain. The case of Catalonia]. Revista de Currículum y Formación del Profesorado, 17, 371–387. https://bit.ly/3Ltlwtd
Bazarra, S. (2012). ¿Por qué es necesario el liderazgo en los centros escolares? [Why is school leadership necessary?]. ArcixFormación.
Beltrán de Tena, R., Bolívar, A., Rodríguez Conde, M. J., Rodriguez Diéguez, J. L., & Sánchez Sánchez, S. (2004). Evaluación de la función directiva en los centros docentes sostenidos con fondos públicos [Assessing the leadership role in public schools]. Enseñanza, 22, 35–76. https://bit.ly/3LudKPT
Bolívar, A. (2019). Una dirección escolar con capacidad de liderazgo pedagógico [A school management with pedagogical leadership capacity]. La Muralla.
Cabrera Lanzo, N., Maina, M. F., & Sangrà Morer, A. (2021). Desarrollo profesional para el liderazgo escolar: Un enfoque desde las ecologías del aprendizaje [Professional development in educational leadership: An approach from the notion of learning ecology]. Educatio Siglo XXI, 39(2), 101–122. https://doi.org/10.6018/educatio.463851
Camarero Figuerola, C. (2015). Dirección escolar y liderazgo: Análisis del desempeño de la figura directiva en centros de Educación Primaria de Tarragona. [School management and leadership: An analysis of the performance of leadership roles in primary schools in Tarragona]. [Doctoral dissertation, Universitat Rovira i Virgili]. Tesis Doctorals en Xarxa. https://doi.org/10.17345/ute.2015.2.692
Campo, A. (2010). Herramientas para directivos escolares [Tools for school leaders]. Wolters Kluwer.
Cantón, I. (2013). Antecedentes, selección, formación y calidad de los directores escolares. [Background, selection, development and quality control of school leaders]. Participación Educativa, 3, 165–173. https://bit.ly/3UlXHrw
Cantón, I., & Arias, A. R. (2008). La dirección y el liderazgo: Aceptación, conflicto y calidad. [Management and leadership: Acceptance, conflict and quality]. Revista de Educación, 345, 229–254. https://tinyurl.com/2p8vvbvx
Cohen, L., & Manion, L. (2002). Métodos de investigación educativa. [Methods in educational research]. Editorial la Muralla.
Day, C., & Bakioglu, A. (1996). Development and Disenchantment in the Professional Lives of Headteachers. In I. Goodison & A. Hargreaves (Eds.), Teachers Professional Lives (pp. 205-227). Falmer Press.
Egido, I. (2015). El liderazgo escolar como ámbito de la política educativa supranacional [School leadership as a field in supranational education policy]. Bordón, 67(1), 71-84. https://doi.org/10.13042/Bordon.2015.67105
Gairín, J. (2011). El alumnado [The student body]. In M. Lorenzo (Ed.), Organización y gestión de centros y contextos educativos [Organisation and management of schools and educational contexts] (pp. 99-138). Editorial Universitas.
García-Garnica, M., & Caballero, K. (2019). ¿La formación de los equipos directivos es suficiente Para Desempeñar Prácticas Eficaces De Liderazgo Pedagógico? [Is the training of school leaders enough to perform successful practices of educational leadership?]. Revista de Currículum y Formación de Profesorado, 23(2), 83-106. https://doi.org/10.30827/profesorado.v23i2.9576
García Olalla, A., Poblete, M., & Vila, A. (2006). La función directiva: Un problema sin resolver. Tres décadas de formación, investigación y acción [The leadership role: A problem still to be solved. Three decades of development, research and action]. Revista de Educación, 8, 13 – 34. https://bit.ly/3RVBijh
González, A. M. (2015). Dirección escolar existosa en España. Un estudio de casos [ Successful school leadership in Spain. A case study]. Universidad Autónoma de Madrid.
Hernández, F. (1995). Bases metodológicas de la investigación educativa [Methodological foundations in educational research]. PPU.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2007). Implementing the four levels: A practical guide for effective evaluation of training programs. Berrett Koehler Publishers.
Latorre, A., del Rincón, D., & Arnal, J. (2003). Bases metodológicas de la investigación educativa [Methodological foundations in educational research]. Ediciones Experiencia.
López Rupérez, F., García García, I., & Expósito-Casas, E. (2022). School leadership in Spain. Evidence from PISA 2015 assessment and recommendations. Leadership and Policy in Schools, 21(2), 378-397. https://doi.org/10.1080/15700763.2020.1770806
Martínez, M. M., Molina-López, M. M., & de Cabo, R. M. (2020). Explaining the gender gap in school principalship: A tale of two sides. Educational Management Administration & Leadership, 47(2), 291–309. https://doi.org/10.1177/1741143220918258
Mellado, M. E., Chancono, J. C., & Villagra, C. P. (2017). Creencias de directivos escolares: Implicaciones en el liderazgo pedagógico. [School leaders’ beliefs: Implications for educational leadership]. Psicología Escolar e Educacional, 21(3), 541-548. https://doi.org/10.1590/2175-353920170213111102
Moral, C., & Amores, F. (2014). Arquitectura resistente determinante del liderazgo pedagógico en los centros de Educación Secundaria [Resistant architecture as a factor in educational leadership in secondary schools]. Bordón, 66(2), 121-138. https://doi.org/10.13042/Bordon.2014.66208
Murillo, F. J., Barrio, R., & Pérez-Albo, I. (1999). La dirección escolar. Análisis e investigación. [School leadership. Analysis and research]. CIDE, Spanish Ministry of Education.
Organisation for Economic Co-operation and Development. (2013). Teaching and Learning International Survey (TALIS): Principal Questionnaire. https://bit.ly/3f33odR
Padilla, M. T. (2008). El acceso a la dirección escolar de las profesoras de educación infantil y primaria: Barreras y oportunidades. [Access to school management roles of early and primary school female teachers: Barriers and opportunities]. Bordón, 3(7), 67–83. https://bit.ly/3BUoaoO
Rodríguez Pulido, J., Rodríguez Fernández, A. J., Artíles, J., Aguiar, M. V., & Alemán, J. (2013). El acceso a la dirección escolar: Dificultades y necesidades. [Challenges and needs when becoming a school principal]. Educar, 49, 105–125. https://doi.org/10.5565/rev/educar.13
Santos, M. A. (2015). Las feromonas de la manzana. El valor educativo de la dirección escolar. [The pheromones of the apple. The educational value in school leadership]. Graó.
Sanz Ponce, R., López-Luján, E., & González-Bertolín, A. (2021). Propuesta de un modelo de liderazgo pedagógico para directores de centros concertados de Educación Primaria. Aplicación del análisis factorial confirmatorio. [Proposal for a pedagogical leadership model for principals of charter primary schools. Application of confirmatory factor analysis]. Estudios sobre Educación, 40, 173-193. https://doi.org/10.15581/004.40.173-193
Stoll, L., & Temperley, J. (2009). Improving school leadership. OECD. https://doi.org/10.1787/9789264083509-en
Tan, C. Y., Gao, L., & Shi, M. (2022). Second-order meta-analysis synthesizing the evidence on associations between school leadership and different school outcomes. Educational Management Administration & Leadership, 50(3), 469-490. https://doi.org/10.1177/1741143220935456
Tejero, C., & Fernández, M. J. (2010). Estrés laboral y dirección escolar. Escala de medición y jerarquía de estresores. [Occupational stress and school management. Questionnaire and hierarchy of causes]. Bordon, 62(4), 123–137. https://bit.ly/3xBhlpQ
Vázquez Recio, R. M. (2002). La dirección de centros y sus metáforas: Símbolo, acción y ética. Estudio de un caso [School leadership and its metaphors: Symbol, action and ethics. A case study] [Doctoral dissertation, Universidad de Cádiz]. https://doi.org/10.1590/S1414-32832002000200020
Wu, H., & Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review, 35, 1–17. https://doi.org/10.1016/j.edurev.2021.100423
