El Proyecto de Dirección (PdD) desde el punto de vista de los/las profesionales de la educación = The Management Project from the point of view of education professionals
The objective of this research is to know the opinion that education professionals have about the Management Project (PdD) of educational centres, after exploring different existing regulations in five autonomous communities (CCAA), in order to make a more unified proposal. The methodology used was...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/28067 |
| Acceso en línea: | http://hdl.handle.net/10256/28067 |
| Access Level: | acceso abierto |
| Palabra clave: | Escoles -- Administració i organització School management and organization Directors d'escola School principals |
| Sumario: | The objective of this research is to know the opinion that education professionals have about the Management Project (PdD) of educational centres, after exploring different existing regulations in five autonomous communities (CCAA), in order to make a more unified proposal. The methodology used was qualitative, analysing different legislations of some CCAA, and quantitative by analysing the results obtained from a questionnaire applied to 530 professionals in the educational field. The results indicated that there are some discrepancies in the regulations of different CCAA. Education professionals consider that the PdD should have about 30 pages and that the most important sections are the objectives, lines of action and organization of the centre. Most consider that it should be presented to the Senate and the School Council that the time between the summons and the deposit should be 3 months and that it requires prior training. Differences were observed in the differential analysis according to age, gender, and professional profile. The conclusions are the importance of receiving specific formation on PdD is drawn and that the regulations should be standardized, considering the opinions of education professionals |
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