Aspiring to break away from the same old Spanish educational leadership model

• Published in: Journal of educational administration 2018-02, Vol.56 (1), p.69-87
• Main Authors: Martínez Ruiz, María A, Hernández-Amorós, María J
• Format: Article
• Language: English
• Subjects: Administrative Organization; Administrator Role; Educational leadership; Elementary Schools; Foreign Countries; Instructional Leadership; Learning; Learning Processes; Outcomes of Education; Personal Autonomy; Preschool Education; Principals; Public Schools; Qualitative Research; School Districts; School principals; Secondary Schools; Semi Structured Interviews; Students; Teachers; Teaching; Work Environment
• ISSN: 0957-8234; 1758-7395
• DOI: 10.1108/JEA-09-2016-0102

Purpose The purpose of this paper is to seek insights into the demands and challenges faced by school principals in Spain, especially in their dealings with local education authorities. Design/methodology/approach In all, 100 principals from public infant, primary and secondary schools in Alicante (Spain) participated in the study, which was carried out from a qualitative research perspective using deductive content analysis. Findings Most participants noted the need to improve channels of communication with, and support from, the local education authority. They also stressed the desirability of increasing their autonomy, reducing bureaucratic tasks and improving working conditions, which is in line with the international framework. Their narratives make it clear that they remain tied to a management leadership model but actually aspire to an instructive leadership. Research limitations/implications An absence of triangulation and the use of a single data collection technique are the limitations of this paper. Practical implications These participants are practising professionals who are proposing ways to improve aspects of their working lives based on actual experience. Acknowledging their voices could inspire the design of policies aimed at improving the principal’s role in Spain. Originality/value Knowledge is contributed to the area of study into proposals for improving the role of the principal, but with new and contextualised insights.