Abstract
ABSTRACT This article explores the characteristics of leadership in schools where school principals are female, examining the voices and perceptions of the protagonists of female leadership. Employing a case-study methodology, data were collected through 12 in-depth interviews with female principals from the Santiago Metropolitan Region in Chile. The results show that female principals exercise leadership qualities associated with distributed and social justice leadership. This leadership is characterised by active listening and the generation of participatory spaces, the search for collective agreements and teamwork, and the construction of trust and co-responsibility. The findings suggest that female Chilean school principals understand their leadership as a process of accompaniment, which promotes collective responsibility and the well-being of the school community.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
