Aspiring to Break Away from the Same Old Spanish Educational Leadership Model

Autor/inn/en	Martínez Ruiz, María A.; Hernández-Amorós, María J.
Titel	Aspiring to Break Away from the Same Old Spanish Educational Leadership Model
Quelle	In: Journal of Educational Administration, 56 (2018) 1, S.69-87 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2016-0102
Schlagwörter	Foreign Countries; Principals; Public Schools; School Districts; Qualitative Research; Personal Autonomy; Work Environment; Administrative Organization; Instructional Leadership; Administrator Role; Preschool Education; Elementary Schools; Secondary Schools; Semi Structured Interviews; Spain + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Public school; Öffentliche Schule; School district; Schulbezirk; Qualitative Forschung; Individuelle Autonomie; Arbeitsmilieu; Instruction; Leadership; Bildung; Erziehung; Führung; Pre-school education; Vorschulerziehung; Elementary school; Grundschule; Volksschule; Sekundarschule; Spanien
Abstract	Purpose: The purpose of this paper is to seek insights into the demands and challenges faced by school principals in Spain, especially in their dealings with local education authorities. Design/methodology/approach In all, 100 principals from public infant, primary and secondary schools in Alicante (Spain) participated in the study, which was carried out from a qualitative research perspective using deductive content analysis. Findings: Most participants noted the need to improve channels of communication with, and support from, the local education authority. They also stressed the desirability of increasing their autonomy, reducing bureaucratic tasks and improving working conditions, which is in line with the international framework. Their narratives make it clear that they remain tied to a management leadership model but actually aspire to an instructive leadership. Research limitations/implications: An absence of triangulation and the use of a single data collection technique are the limitations of this paper. Practical implications: These participants are practising professionals who are proposing ways to improve aspects of their working lives based on actual experience. Acknowledging their voices could inspire the design of policies aimed at improving the principal's role in Spain. Originality/value: Knowledge is contributed to the area of study into proposals for improving the role of the principal, but with new and contextualised insights. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01