Management Model, Leadership and Autonomy in Portuguese and Spanish Public Schools: A Comparative Analysis

Autor/inn/en	Tintoré, Mireia; Gairín, Joaquín; Cabral, Ilidia; Matías Alves, José; Serrão Cunha, Rosário
Titel	Management Model, Leadership and Autonomy in Portuguese and Spanish Public Schools: A Comparative Analysis
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2105553 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tintoré, Mireia) ORCID (Gairín, Joaquín) ORCID (Cabral, Ilidia) ORCID (Matías Alves, José) ORCID (Serrão Cunha, Rosário)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2105553
Schlagwörter	Governance; School Administration; Comparative Education; Institutional Autonomy; Foreign Countries; Principals; Kindergarten; Elementary Secondary Education; Higher Education; Teacher Selection; Leadership Styles; Educational Legislation; Teacher Recruitment; Personnel Selection; Administrators; Teacher Qualifications; Educational Improvement; Educational Policy; Educational Change; Portugal; Spain + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Vergleichende Erziehungswissenschaft; Institutionelle Autonomie; Ausland; Principal; Schulleiter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungsstil; Bildungsrecht; Schulgesetz; Lehrerrekrutierung; Personalauswahl; Personalentscheidung; Lehrqualifikation; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungsreform; Spanien
Abstract	The organisation of K-18 schools and the management function are similar in Portugal and Spain, although, in recent years, Portugal has surpassed Spain's educational results. Based on the last international reports, this article compares the educational systems of both countries considering some variables related to the management model: (i) the general organisation of education in these stages, (ii) the characteristics of the teaching profession, including the process of recruitment and selection of teachers and principals, and (iii) the level of school autonomy and the type of management and leadership. Findings corroborated the existence of structural proximity in the governance of schools within the framework of a management model that is both centralized and participatory. However, there are differences in the permanency of educational laws, the duration of compulsory education, the grouping of schools, and the requirements to be a teacher. We conclude that the policies undertaken by Portugal to improve education (such as the extension of compulsory schooling, legislative stability, or the rethinking of the internal organization of schools) are succeeding and can serve as an example for Spain. Both countries could help principals become leaders for learning and improve their autonomy to favour changes in education. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01