School Leadership in Spain. Evidence from PISA 2015 Assessment and Recommendations

Autor/inn/en	López Rupérez, Francisco; García García, Isabel; Expósito-Casas, Eva
Titel	School Leadership in Spain. Evidence from PISA 2015 Assessment and Recommendations
Quelle	In: Leadership and Policy in Schools, 21 (2022) 2, S.378-397 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López Rupérez, Francisco) ORCID (García García, Isabel) ORCID (Expósito-Casas, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1770806
Schlagwörter	Foreign Countries; School Administration; Instructional Leadership; Transformational Leadership; Achievement Tests; Secondary School Students; International Assessment; Educational Quality; Principals; Public Schools; Private Schools; Regional Characteristics; Differences; Academic Achievement; Educational Policy; Spain; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Quality of education; Bildungsqualität; Principal; Schulleiter; Public school; Öffentliche Schule; Private school; Privatschule; Regionaler Faktor; Unterscheiden; Schulleistung; Politics of education; Bildungspolitik; Spanien
Abstract	There is important empirical evidence that shows that quality of leadership at a school level is one of the factors with the greatest impact on students' performance. The purpose of this article is to provide territorialized diagnosis of quality of school leadership in Spain and its regions based on PISA 2015 Spanish sample. Several quantitative indicators of leadership are defined for this purpose. The relationship between school leadership and economic, social, and cultural status (ESCS), because of its interest in defining new educational compensation policies has been analyzed. In addition, leadership indicators by type of school (public, charter, and private school) to compare the predominant leadership models in each of them, have been considered. Our main results reveal: (a) low percentages for principals who apply key forms of school leadership with sufficient frequency; (b) the weakness of public versus private schools, whether sustained by public funds or not, in leadership practices with the greatest impact; (c) significant differences between regions for all the leadership indicators considered; (d) an association between leadership and academic performance whose strength is close to 20%. From these empirical results, different recommendations are made in the field of educational policies and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01