The Need of Autonomy for Flexible Management in the Fostering of School Quality

Autor/inn/en	Ugarte, Carolina; Urpí, Carmen; Costa-París, Ana
Titel	The Need of Autonomy for Flexible Management in the Fostering of School Quality
Quelle	In: International Journal of Leadership in Education, 25 (2022) 1, S.124-146 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ugarte, Carolina) ORCID (Urpí, Carmen) ORCID (Costa-París, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2019.1708468
Schlagwörter	Institutional Autonomy; School Administration; Foreign Countries; Principals; Teaching Methods; Educational Improvement; Educational Quality; Administrator Attitudes; Educational Legislation; Achievement Tests; Secondary School Students; International Assessment; Science Achievement; Decision Making; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Workshops; Spain; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Institutionelle Autonomie; Ausland; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Decision-making; Entscheidungsfindung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lernwerkstatt; Schulung; Spanien
Abstract	This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made "ad hoc" to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01