Articles producció científica> Pedagogia

Semi-professional school leadership in Spain: Gender differences

  • Datos identificativos

    Identificador: imarina:9098689
    Autores:
    Tierno-Garcia, Juana-MariaCamarero-Figuerola, MartaIranzo-Garcia, PilarBarrios-Aros, Charo
    Resumen:
    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.
  • Otros:

    Autor según el artículo: Tierno-Garcia, Juana-Maria; Camarero-Figuerola, Marta; Iranzo-Garcia, Pilar; Barrios-Aros, Charo;
    Departamento: Pedagogia
    e-ISSN: 1465-3435
    Autor/es de la URV: Barrios Arós, Rosario / Camarero Figuerola, Marta / Iranzo Garcia, Maria Pilar / Tierno García, Juana María
    Palabras clave: Teachers Principal Perceptions Lideratge i estils de direcció Educació primària
    Resumen: 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.
    Áreas temáticas: Pedagogical & educational research Education & educational research Education Educació Ciencias sociales
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 0141-8211
    Direcció de correo del autor: marta.camarero@urv.cat pilar.iranzo@urv.cat charo.barrios@urv.cat juanamaria.tierno@urv.cat
    Identificador del autor: 0000-0001-6116-0882 0000-0002-8516-9205 0000-0002-3620-9338 0000-0002-1027-7332
    Fecha de alta del registro: 2023-02-23
    Versión del articulo depositado: info:eu-repo/semantics/acceptedVersion
    Enlace a la fuente original: https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12416
    Referencia al articulo segun fuente origial: European Journal Of Education. 55 (4): 587-601
    Referencia 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 Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    DOI del artículo: 10.1111/ejed.12416
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2020
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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