The importance of principal leadership and context for school success. Insights from ‘invisible school.

The aim of the research is to pinpoint which leadership-related factors and, specifically, which features and strategies used by the principals affect the school success. The work follows the International Successful School Principalship Project methodology in two case studies in Andalusia (Spain)....

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Detalles Bibliográficos
Autores: González Falcón, Inmaculada, García Rodríguez, María Pilar, Gómez Hurtado, Inmaculada, Carrasco Macías, María José
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universidad de Huelva (UHU)
Repositorio:Arias Montano. Repositorio Institucional de la Universidad de Huelva
Idioma:inglés
OAI Identifier:oai:ariasmontano.uhu.es:10272/24768
Acceso en línea:https://hdl.handle.net/10272/24768
Access Level:acceso abierto
Palabra clave:School success
Invisible school
Principal leadership
School context
Qualitative research
58 Pedagogía
5802 Organización y Planificación de la Educación
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spelling The importance of principal leadership and context for school success. Insights from ‘invisible school.González Falcón, InmaculadaGarcía Rodríguez, María PilarGómez Hurtado, InmaculadaCarrasco Macías, María JoséSchool successInvisible schoolPrincipal leadershipSchool contextQualitative research58 Pedagogía5802 Organización y Planificación de la EducaciónThe aim of the research is to pinpoint which leadership-related factors and, specifically, which features and strategies used by the principals affect the school success. The work follows the International Successful School Principalship Project methodology in two case studies in Andalusia (Spain). Both schools (with differentiated environments) are classed by the research as ‘invisible or visible school’, depending on the evolution and recognition of their success. Case A is a high-performing and declining school (invisible) and Case B is a low-performing and rising school (visible). The results emphasise the importance of the socioeconomic and cultural school context and the characteristics and type of leadership exercised by principals in their relationships with the environment, academic outcomes of the pupils and the school’s innovation process. The principal’s leadership is also crucial for acknowledgement of school results.Taylor and Francis Group20192019-06-0120192019-06-01journal articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10272/24768reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelvainstname:Universidad de Huelva (UHU)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ariasmontano.uhu.es:10272/247682026-06-02T14:58:11Z
dc.title.none.fl_str_mv The importance of principal leadership and context for school success. Insights from ‘invisible school.
title The importance of principal leadership and context for school success. Insights from ‘invisible school.
spellingShingle The importance of principal leadership and context for school success. Insights from ‘invisible school.
González Falcón, Inmaculada
School success
Invisible school
Principal leadership
School context
Qualitative research
58 Pedagogía
5802 Organización y Planificación de la Educación
title_short The importance of principal leadership and context for school success. Insights from ‘invisible school.
title_full The importance of principal leadership and context for school success. Insights from ‘invisible school.
title_fullStr The importance of principal leadership and context for school success. Insights from ‘invisible school.
title_full_unstemmed The importance of principal leadership and context for school success. Insights from ‘invisible school.
title_sort The importance of principal leadership and context for school success. Insights from ‘invisible school.
dc.creator.none.fl_str_mv González Falcón, Inmaculada
García Rodríguez, María Pilar
Gómez Hurtado, Inmaculada
Carrasco Macías, María José
author González Falcón, Inmaculada
author_facet González Falcón, Inmaculada
García Rodríguez, María Pilar
Gómez Hurtado, Inmaculada
Carrasco Macías, María José
author_role author
author2 García Rodríguez, María Pilar
Gómez Hurtado, Inmaculada
Carrasco Macías, María José
author2_role author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv School success
Invisible school
Principal leadership
School context
Qualitative research
58 Pedagogía
5802 Organización y Planificación de la Educación
topic School success
Invisible school
Principal leadership
School context
Qualitative research
58 Pedagogía
5802 Organización y Planificación de la Educación
description The aim of the research is to pinpoint which leadership-related factors and, specifically, which features and strategies used by the principals affect the school success. The work follows the International Successful School Principalship Project methodology in two case studies in Andalusia (Spain). Both schools (with differentiated environments) are classed by the research as ‘invisible or visible school’, depending on the evolution and recognition of their success. Case A is a high-performing and declining school (invisible) and Case B is a low-performing and rising school (visible). The results emphasise the importance of the socioeconomic and cultural school context and the characteristics and type of leadership exercised by principals in their relationships with the environment, academic outcomes of the pupils and the school’s innovation process. The principal’s leadership is also crucial for acknowledgement of school results.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-06-01
2019
2019-06-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10272/24768
url https://hdl.handle.net/10272/24768
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis Group
publisher.none.fl_str_mv Taylor and Francis Group
dc.source.none.fl_str_mv reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelva
instname:Universidad de Huelva (UHU)
instname_str Universidad de Huelva (UHU)
reponame_str Arias Montano. Repositorio Institucional de la Universidad de Huelva
collection Arias Montano. Repositorio Institucional de la Universidad de Huelva
repository.name.fl_str_mv
repository.mail.fl_str_mv
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