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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.
Highlights
Leadership has been positioned as the second factor for school improvement, just behind teacher performance [1,2]
They identify the following types of leadership: managerial leadership, where the principal is an administrator who manages the school; instructional leadership, where the leader’s efforts are oriented towards ensuring the required conditions to improve teaching practices; transformational leadership, that seeks the involvement and commitment of the teaching staff; moral leadership, similar to transformational leadership though stronger in values; participative leadership, related to the decision-making process; postmodern leadership, that extends beyond the school’s hierarchical structures; interpersonal leadership, that focuses on collaboration and interpersonal relationships; and contingent leadership, which recognizes both the coexistence of different leadership modalities and the significance of the context
Taking into account these types of leadership, it is possible that leadership modality is formulated from the coexistence of the management and other modalities implemented by other leaders, called middle leaders in the school [9]
Summary
Leadership has been positioned as the second factor for school improvement, just behind teacher performance [1,2]. Authors such as Bush and Glover [7] and Maureira-Cabrera [8] have established a classification on leadership, highlighting the complementarity of leadership in schools They identify the following types of leadership: managerial leadership, where the principal is an administrator who manages the school; instructional leadership, where the leader’s efforts are oriented towards ensuring the required conditions to improve teaching practices; transformational leadership, that seeks the involvement and commitment of the teaching staff; moral leadership, similar to transformational leadership though stronger in values; participative leadership, related to the decision-making process; postmodern leadership, that extends beyond the school’s hierarchical structures; interpersonal leadership, that focuses on collaboration and interpersonal relationships; and contingent leadership, which recognizes both the coexistence of different leadership modalities and the significance of the context. Taking into account these types of leadership, it is possible that leadership modality is formulated from the coexistence of the management and other modalities implemented by other leaders, called middle leaders in the school [9]
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