Liderazgo pedagógico y dirección escolar en contextos desfavorecidos.
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| Title: | Liderazgo pedagógico y dirección escolar en contextos desfavorecidos. |
|---|---|
| Alternate Title: | School leadership and school management in underprivileged areas. |
| Authors: | LLORENT-BEDMAR, Vicente1 llorent@us.es, COBANO-DELGADO, Verónica2 cobano@us.es, NAVARRO-GRANADOS, María3 mnavarro11@us.es |
| Source: | Revista Española de Pedagogía. sep-dic2017, Vol. 75 Issue 268, p541-564. 24p. |
| Subject Terms: | *Educational leadership, *Education of poor people, *School administration, *School administrators, *Education & society, *Teacher effectiveness, *Educational quality |
| Abstract (English): | This study aims to raise awareness of the need for headteachers to be able to practice school leadership, especially in schools in underprivileged areas. A mixed methodology approach was used, including a survey of a sample of 282 teachers and interviews with 14 headteachers from disadvantaged schools in western Andalusia. Most of the headteachers interviewed display good school leadership, but there is still a tendency towards so-called academic freedom and individualism in teaching practice. The age of the teachers and their length of experience influence headteacher's supervision of teaching. Headteachers should be given greater powers and specific continuous training should be provided for those in charge of disadvantaged schools to enable them to implement collaborative culture. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El objetivo de este estudio es coadyuvar a la toma de conciencia sobre la necesidad de que los directores puedan ejercer un liderazgo pedagógico, especialmente en escuelas situadas en contextos desfavorecidos. Utilizamos una metodología mixta, efectuando una encuesta a una muestra de 282 docentes y entrevistando a 14 directores, de los centros de difícil desempeño de Andalucía Occidental. La mayoría de los directores investigados ejercen buenas prácticas de liderazgo pedagógico, pero sigue preponderando la mal entendida libertad de cátedra y el individualismo en las prácticas docentes. En la supervisión de la enseñanza por parte del director influyen la edad del profesorado y su antigüedad. Se deben dar mayores competencias a los directores y dotar de una formación continua específica a aquellos que dirigen este tipo de centros, que les permita instaurar culturas colaborativas. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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