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School Leadership in Disadvantaged Contexts in Spain: Obstacles and Improvements

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Title: School Leadership in Disadvantaged Contexts in Spain: Obstacles and Improvements
Language: English
Authors: Llorent-Bedmar, Vicente, Cobano-Delgado, Verónica, Navarro-Granados, María
Source: Educational Management Administration & Leadership. Jan 2019 47(1):147-164.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, School Administration, Disadvantaged Schools, Poverty, Equal Education, Inclusion, At Risk Students, Principals, Administrator Effectiveness, Leadership Styles, Educational Practices, Barriers, Educational Improvement, Teacher Qualifications, Faculty Development
Geographic Terms: Spain
DOI: 10.1177/1741143217728084
ISSN: 1741-1432
Abstract: The increase in child poverty in Spain highlights the importance of equality and inclusion of students at risk of social exclusion in the Spanish educational system. Recent research emphasises the importance of educational leadership, particularly from school principals, as a tool to improve the learning of these students. The main aim of this study is to establish the characteristics of school management in disadvantaged contexts in western Andalusia (Spain), placing special emphasis on the factors considered to hinder or aid effective leadership from principals. A mixed methodology was used in this process, surveying 282 teachers and interviewing 14 principals, and employing descriptive and contrastive statistics techniques. According to the teachers surveyed, principals tend to follow good educational leadership practices. However, the disadvantaged contexts present obstacles to their effective execution. While improvements are observed in the continuity of teaching staff, there is an urgent need to improve the qualifications of teachers working with students at risk of exclusion. In conclusion, principals need greater autonomy in relation to teachers and teaching practice.
Abstractor: As Provided
Number of References: 58
Entry Date: 2018
Accession Number: EJ1199233
Database: ERIC
FullText Text:
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  Data: School Leadership in Disadvantaged Contexts in Spain: Obstacles and Improvements
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Effectiveness%22">Administrator Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1177/1741143217728084
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  Data: 1741-1432
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  Data: The increase in child poverty in Spain highlights the importance of equality and inclusion of students at risk of social exclusion in the Spanish educational system. Recent research emphasises the importance of educational leadership, particularly from school principals, as a tool to improve the learning of these students. The main aim of this study is to establish the characteristics of school management in disadvantaged contexts in western Andalusia (Spain), placing special emphasis on the factors considered to hinder or aid effective leadership from principals. A mixed methodology was used in this process, surveying 282 teachers and interviewing 14 principals, and employing descriptive and contrastive statistics techniques. According to the teachers surveyed, principals tend to follow good educational leadership practices. However, the disadvantaged contexts present obstacles to their effective execution. While improvements are observed in the continuity of teaching staff, there is an urgent need to improve the qualifications of teachers working with students at risk of exclusion. In conclusion, principals need greater autonomy in relation to teachers and teaching practice.
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  Data: EJ1199233
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        Value: 10.1177/1741143217728084
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      – Text: English
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        PageCount: 18
        StartPage: 147
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: School Administration
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Poverty
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      – SubjectFull: Principals
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      – SubjectFull: Administrator Effectiveness
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Educational Practices
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      – SubjectFull: Barriers
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      – SubjectFull: Spain
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      – TitleFull: School Leadership in Disadvantaged Contexts in Spain: Obstacles and Improvements
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