Successful secondary school principalship in disadvantaged contexts from a leadership for learning perspective

The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Chang...

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Bibliographic Details
Published in:School leadership & management 2018-01, Vol.38 (1), p.32-52
Main Authors: Moral, Cristina, Martín-Romera, Ana, Martínez-Valdivia, Estefanía, Olmo-Extremera, Marta
Format: Article
Language:English
Subjects:
Disadvantaged Schools
Focus Groups
Foreign Countries
Leadership Effectiveness
leadership for learning
leadership in disadvantaged contexts
Leadership Qualities
Leadership Styles
Organizational Development
Principals
Qualitative Research
School Administration
School Effectiveness
secondary school leadership
Secondary Schools
Semi Structured Interviews
Successful leadership
Teacher Improvement
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Summary:The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Change. Dordrecht: Springer-Kluwer; Day, C., and D. Gurr. 2014. Leading School Successfully. Stories from the Field. London: Routledge]. One subgroup of the Spanish research team participating in the ISSPP at the University of Granada has contributed to the project by carrying out a comparative study of the type of leadership for learning at four secondary schools in disadvantaged contexts. Following ISSPP data collection protocols and using a category system specially designed to analyse the leadership for learning carried out by the four principals, the results show that four secondary schools have principals with a similar traits, dispositions and value systems; however, the secondary schools with the best academic results employed practices and strategies more closely associated with leadership for learning than schools with poorer academic results. The data provided by this study confirm the traits and strategies that the ISSPP has been identifying in successful principals in disadvantaged contexts in various countries. It also serves as a source of reflection and discussion on the type of leadership for learning present in some disadvantaged secondary schools in Spain.
ISSN:1363-2434
1364-2626
DOI:10.1080/13632434.2017.1358161