Articles producció científica> Pedagogia

School leadership practices, challenges and opportunities in Spain from key agents' perspective

  • Identification data

    Identifier: imarina:9282450
  • Authors:

    Camarero-Figuerola, M.
    Cebrian-Bernat, G.
    Iranzo-Garcia, P.
    Tierno-Garcia, J. M.
  • Others:

    Author, as appears in the article.: Camarero-Figuerola, M.; Cebrian-Bernat, G.; Iranzo-Garcia, P.; Tierno-Garcia, J. M.;
    Department: Pedagogia
    URV's Author/s: Camarero Figuerola, Marta / Cebrián Bernat, Gisela / Iranzo Garcia, Maria Pilar / Tierno García, Juana María
    Keywords: School autonomy Professionalisation Middle leadership Management Governance Educational leadership
    Abstract: Research on school improvement and effectiveness has marked the development of educational reforms to decentralise educational systems, professionalise the management function, increase training programmes for leaders, and develop skills profiles and standards across the globe. This preliminary study explores the practices, challenges and opportunities for school governance and educational leadership in Spain. A qualitative exploratory approach was utilised involving 17 semi-structured interviews with national and internationally recognised key education agents from different sectors. The results show a common view regarding the lack of real school autonomy and the persistence of an excessively bureaucratic leadership model. Participants fully agree on the need to promote pedagogical and distributed leadership and, consequently, the personal, social and professional competences required to exercise it. The opportunities envisioned by key education agents to achieve it refer to flexibility, accountability and the provision of more material and human resources for an effective leadership. Additionally, challenges and opportunities for using frameworks or standards systems that define effective school leaders' functions and skills are identified. Schools must become learning organisations by creating spaces for reflection and continuous improvement, and by involving different agents of the educational community to enhance school governance.
    Thematic Areas: Social sciences, interdisciplinary Social sciences (miscellaneous) Social sciences (all) General social sciences Ciencias sociales
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: marta.camarero@urv.cat pilar.iranzo@urv.cat gisela.cebrian@urv.cat juanamaria.tierno@urv.cat
    Author identifier: 0000-0001-6116-0882 0000-0002-8516-9205 0000-0002-8434-9888 0000-0002-1027-7332
    Record's date: 2024-07-20
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: https://www.tandfonline.com/doi/full/10.1080/23311886.2022.2126604
    Licence document URL: http://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Cogent Social Sciences. 8 (1):
    APA: Camarero-Figuerola, M.; Cebrian-Bernat, G.; Iranzo-Garcia, P.; Tierno-Garcia, J. M.; (2022). School leadership practices, challenges and opportunities in Spain from key agents' perspective. Cogent Social Sciences, 8(1), -. DOI: 10.1080/23311886.2022.2126604
    Article's DOI: 10.1080/23311886.2022.2126604
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2022
    Publication Type: Journal Publications
  • Keywords:

    Social Sciences (Miscellaneous),Social Sciences, Interdisciplinary
    School autonomy
    Professionalisation
    Middle leadership
    Management
    Governance
    Educational leadership
    Social sciences, interdisciplinary
    Social sciences (miscellaneous)
    Social sciences (all)
    General social sciences
    Ciencias sociales
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