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School Principals in Spain: Interplay of Leaders, Teachers and Context

Author

Listed:
  • Inmaculada García-Martínez

    (Department of Pedagogy, University of Jaén, 23071 Jaén, Spain)

  • Elvira Molina-Fernández

    (Department of Pedagogy, University of Granada, 18071 Granada, Spain)

  • José Luis Ubago-Jiménez

    (Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain)

Abstract

This paper analyzes the Spanish school principal figures and their future patterns of leadership and development, according to educational policies in Europe. The first part presents a comprehensive overview of the situation of school principals in Spain, according to the Spanish policy; in the second part, its real practice in a secondary school is evidenced based on the results of a conducted research. The tensions and dilemmas currently faced by school principals in Spain will be analyzed: pedagogical leadership versus management-oriented principals. The interviews carried out reveal the meaning that the different agents give to “leadership”. A climate of trust and collaboration has been established between the management team, middle leaders and teaching staff, necessary conditions for the development of a shared school project and ensure its sustainability for achieve school improvement.

Suggested Citation

  • Inmaculada García-Martínez & Elvira Molina-Fernández & José Luis Ubago-Jiménez, 2020. "School Principals in Spain: Interplay of Leaders, Teachers and Context," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1469-:d:321334
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    References listed on IDEAS

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    1. Hallinger, Philip & Liu, Shangnan, 2016. "Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness," International Journal of Educational Development, Elsevier, vol. 51(C), pages 163-173.
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