Articles producció científica> Pedagogia

Liderazgo y éxito escolar en contextos desfavorecidos: La perspectiva de los directores

  • Dades identificatives

    Identificador: imarina:6389869
    Autors:
    Camarero-Figuerola MTierno-García JMBarrios-Arós CIranzo-García P
    Resum:
    © 2020, Ministry Education and Science. All rights reserved. Leadership is a key element of school success and is mainly based on establishing common goals, developing a sense of educational community, redesigning the school’s organizational structure, and managing the instructional program. These factors are especially important in disadvantaged environments, since building shared values and cultures is even more challenging and requires a greater commitment. This paper analyzes how principals in such environments perceive how their schools function, what the level of commitment from their community is, and what their sources of satisfaction are when they perform their managerial duties. To compile information, we prepared an ad-hoc questionnaire to examine the tendencies and significant differences between the perceptions of principals in disadvantaged and non-disadvantaged contexts in the province of Tarragona (Spain). We also interviewed principals in disadvantaged contexts (n=18) in order to gain their insight into the challenges to school success and equity. Our results show that principals, especially those in disadvantaged backgrounds, have a gender bias (i.e. most are women), that their concept of success is closely related to identity inclusion, and that they have high expectations that go beyond the traditional assistance-based approach. Their professional training leads these principals to consider themselves more capable of solving conflicts but they perceive a low commitment to school success from pupils, pupils’ families, and even teachers. In this context, redefining the roles of all stakeholders in the educational community should be the main focus in disadvantaged backgrounds.
  • Altres:

    Autor segons l'article: Camarero-Figuerola M; Tierno-García JM; Barrios-Arós C; Iranzo-García P
    Departament: Pedagogia
    Autor/s de la URV: Barrios Arós, Rosario / Camarero Figuerola, Marta / Iranzo Garcia, Maria Pilar / Tierno García, Juana María
    Paraules clau: Teachers Social-justice School success School management Primary school Leadership Inclusive education Disadvantaged social context Challenges
    Resum: © 2020, Ministry Education and Science. All rights reserved. Leadership is a key element of school success and is mainly based on establishing common goals, developing a sense of educational community, redesigning the school’s organizational structure, and managing the instructional program. These factors are especially important in disadvantaged environments, since building shared values and cultures is even more challenging and requires a greater commitment. This paper analyzes how principals in such environments perceive how their schools function, what the level of commitment from their community is, and what their sources of satisfaction are when they perform their managerial duties. To compile information, we prepared an ad-hoc questionnaire to examine the tendencies and significant differences between the perceptions of principals in disadvantaged and non-disadvantaged contexts in the province of Tarragona (Spain). We also interviewed principals in disadvantaged contexts (n=18) in order to gain their insight into the challenges to school success and equity. Our results show that principals, especially those in disadvantaged backgrounds, have a gender bias (i.e. most are women), that their concept of success is closely related to identity inclusion, and that they have high expectations that go beyond the traditional assistance-based approach. Their professional training leads these principals to consider themselves more capable of solving conflicts but they perceive a low commitment to school success from pupils, pupils’ families, and even teachers. In this context, redefining the roles of all stakeholders in the educational community should be the main focus in disadvantaged backgrounds.
    Àrees temàtiques: Revistas de ciencias de la educación Pedagogical & educational research Interdisciplinary research in the social sciences Filosofia/teologia:subcomissão filosofia Education & educational research Education Educación Educació Educação Ciencias sociales Ciencias de la educación Antropologia / arqueologia Administração pública e de empresas, ciências contábeis e turismo
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1988-592X
    Adreça de correu electrònic de l'autor: marta.camarero@urv.cat pilar.iranzo@urv.cat juanamaria.tierno@urv.cat
    Identificador de l'autor: 0000-0001-6116-0882 0000-0002-8516-9205 0000-0002-1027-7332
    Data d'alta del registre: 2024-10-12
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: http://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2020/388/388-7.html
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Revista De Educacion. Abril-junio (388): 163-187
    Referència de l'ítem segons les normes APA: Camarero-Figuerola M; Tierno-García JM; Barrios-Arós C; Iranzo-García P (2020). Liderazgo y éxito escolar en contextos desfavorecidos: La perspectiva de los directores. Revista De Educacion, Abril-junio(388), 163-187. DOI: 10.4438/1988-592X-RE-2020-388-451
    DOI de l'article: 10.4438/1988-592X-RE-2020-388-451
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2020
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education,Education & Educational Research
    Teachers
    Social-justice
    School success
    School management
    Primary school
    Leadership
    Inclusive education
    Disadvantaged social context
    Challenges
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Interdisciplinary research in the social sciences
    Filosofia/teologia:subcomissão filosofia
    Education & educational research
    Education
    Educación
    Educació
    Educação
    Ciencias sociales
    Ciencias de la educación
    Antropologia / arqueologia
    Administração pública e de empresas, ciências contábeis e turismo
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