Articles producció científica> Pedagogia

Semi-professional school leadership in Spain: Gender differences

  • Dades identificatives

    Identificador: imarina:9098689
  • Autors:

    Tierno-Garcia, Juana-Maria
    Camarero-Figuerola, Marta
    Iranzo-Garcia, Pilar
    Barrios-Aros, Charo
  • Altres:

    Autor segons l'article: Tierno-Garcia, Juana-Maria; Camarero-Figuerola, Marta; Iranzo-Garcia, Pilar; Barrios-Aros, Charo;
    Departament: Pedagogia
    e-ISSN: 1465-3435
    Autor/s de la URV: Barrios Arós, Rosario / Camarero Figuerola, Marta / Iranzo Garcia, Maria Pilar / Tierno García, Juana María
    Paraules clau: Teachers Principal Perceptions Lideratge i estils de direcció Educació primària
    Resum: Constructing the identity of school principals is difficult because being a principal requires carrying out complex functions in challenging contexts. Our research addressed semi-professional school leadership in Catalonia, Spain, with a particular focus on differences in the managerial styles of men and women. In Spain, the school management system is semi-professional which means that principals are teachers who take on leadership roles for limited periods. In a descriptive study based on an ad hoc questionnaire administered to a representative sample, we considered the personal and contextual characteristics of elementary school principals. Focusing on the variable of gender, this article analyses principals' reasons for accepting and continuing in their position and principals' priorities when performing their duties; also, their perceptions of various aspects of the school environment that help them in their role. We found significant differences related to gender. While the predominance of male principals in elementary education is declining, female principals, more than their male counterparts, must accept and tackle the challenges associated with contextualized, distributed and pedagogical leadership in conditions leading to overexertion. Many of the principals who were women worked in small, rural or disadvantaged schools. Paradoxically, female principals construct their professional identity in closer alignment with administrative style and with teaching duties than with leadership style. We conclude that these challenges should be taken into account and further investigated to avert the precarious position of women in school leadership.
    Àrees temàtiques: Pedagogical & educational research Education & educational research Education Educació Ciencias sociales
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 0141-8211
    Adreça de correu electrònic de l'autor: marta.camarero@urv.cat pilar.iranzo@urv.cat charo.barrios@urv.cat juanamaria.tierno@urv.cat
    Identificador de l'autor: 0000-0001-6116-0882 0000-0002-8516-9205 0000-0002-3620-9338 0000-0002-1027-7332
    Data d'alta del registre: 2023-02-23
    Versió de l'article dipositat: info:eu-repo/semantics/acceptedVersion
    Enllaç font original: https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12416
    Referència a l'article segons font original: European Journal Of Education. 55 (4): 587-601
    Referència de l'ítem segons les normes APA: Tierno-Garcia, Juana-Maria; Camarero-Figuerola, Marta; Iranzo-Garcia, Pilar; Barrios-Aros, Charo; (2020). Semi-professional school leadership in Spain: Gender differences. European Journal Of Education, 55(4), 587-601. DOI: 10.1111/ejed.12416
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    DOI de l'article: 10.1111/ejed.12416
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2020
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education,Education & Educational Research
    Teachers
    Principal
    Perceptions
    Lideratge i estils de direcció
    Educació primària
    Pedagogical & educational research
    Education & educational research
    Education
    Educació
    Ciencias sociales
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