Pedagogical leadership exercised by the principals of disadvantaged schools in Spain

Numerous studies have highlighted the important role played by school principals in improving the learning of their students, especially those at risk of social exclusion. Thus, the purpose of this paper is to analyse the pedagogical leadership exercised by the principals of disadvantaged schools in...

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Detalles Bibliográficos
Autores: Llorent Bedmar, Vicente, Navarro Granados, María, Cobano-Delgado Palma, Verónica
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2021
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/175090
Acceso en línea:https://hdl.handle.net/11441/175090
https://doi.org/10.1080/13632434.2021.1872526
Access Level:acceso abierto
Palabra clave:Leadership
School principal
Behaviour
Perceptions
Social exclusion
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spelling Pedagogical leadership exercised by the principals of disadvantaged schools in SpainLlorent Bedmar, VicenteNavarro Granados, MaríaCobano-Delgado Palma, VerónicaLeadershipSchool principalBehaviourPerceptionsSocial exclusionNumerous studies have highlighted the important role played by school principals in improving the learning of their students, especially those at risk of social exclusion. Thus, the purpose of this paper is to analyse the pedagogical leadership exercised by the principals of disadvantaged schools in the Community of Madrid (Spain). To this end, the approach employed was based on a mixed methodology, combining quantitative and qualitative techniques. with an ad hoc teaching staff questionnaire, on the one hand, and interviews with school principals, on the other. Low scores were obtained in those leadership practices relating to teacher individualism, such as the supervision of classroom teaching and collaboration with other schools for exchanging best practices. The teachers surveyed and the principals interviewed both agreed that the latter should be given a greater say in decision-making, especially when hiring teaching staff, in order to allow them to manage truly efficient schools. This in turn points to the need for a consensus on education policy regulating the role of Spanish school principals, in order to allow them to exercise real pedagogical leadership and thus guarantee optimal teaching-learning processesTaylor & FrancisTeoría e Historia de la Educación y Pedagogía SocialHUM468: Grupo de Investigación de Educación Comparada de Sevilla (GIECSE)HUM596: Educación de Personas Adultas y Desarrollo2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/175090https://doi.org/10.1080/13632434.2021.1872526reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésSchool Leadership and management, 41 (3), 239-259.https://doi.org/10.1080/13632434.2021.1872526info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1750902026-06-17T12:51:07Z
dc.title.none.fl_str_mv Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
title Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
spellingShingle Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
Llorent Bedmar, Vicente
Leadership
School principal
Behaviour
Perceptions
Social exclusion
title_short Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
title_full Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
title_fullStr Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
title_full_unstemmed Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
title_sort Pedagogical leadership exercised by the principals of disadvantaged schools in Spain
dc.creator.none.fl_str_mv Llorent Bedmar, Vicente
Navarro Granados, María
Cobano-Delgado Palma, Verónica
author Llorent Bedmar, Vicente
author_facet Llorent Bedmar, Vicente
Navarro Granados, María
Cobano-Delgado Palma, Verónica
author_role author
author2 Navarro Granados, María
Cobano-Delgado Palma, Verónica
author2_role author
author
dc.contributor.none.fl_str_mv Teoría e Historia de la Educación y Pedagogía Social
HUM468: Grupo de Investigación de Educación Comparada de Sevilla (GIECSE)
HUM596: Educación de Personas Adultas y Desarrollo
dc.subject.none.fl_str_mv Leadership
School principal
Behaviour
Perceptions
Social exclusion
topic Leadership
School principal
Behaviour
Perceptions
Social exclusion
description Numerous studies have highlighted the important role played by school principals in improving the learning of their students, especially those at risk of social exclusion. Thus, the purpose of this paper is to analyse the pedagogical leadership exercised by the principals of disadvantaged schools in the Community of Madrid (Spain). To this end, the approach employed was based on a mixed methodology, combining quantitative and qualitative techniques. with an ad hoc teaching staff questionnaire, on the one hand, and interviews with school principals, on the other. Low scores were obtained in those leadership practices relating to teacher individualism, such as the supervision of classroom teaching and collaboration with other schools for exchanging best practices. The teachers surveyed and the principals interviewed both agreed that the latter should be given a greater say in decision-making, especially when hiring teaching staff, in order to allow them to manage truly efficient schools. This in turn points to the need for a consensus on education policy regulating the role of Spanish school principals, in order to allow them to exercise real pedagogical leadership and thus guarantee optimal teaching-learning processes
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/175090
https://doi.org/10.1080/13632434.2021.1872526
url https://hdl.handle.net/11441/175090
https://doi.org/10.1080/13632434.2021.1872526
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv School Leadership and management, 41 (3), 239-259.
https://doi.org/10.1080/13632434.2021.1872526
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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