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La indefinición del modelo español de formación de lideres escolares

 

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Título alternativo: The vagueness of the Spanish model of school leaders’ preparation
Author: Gómez Delgado, Ana María
Oliva Rodríguez, R.
López Yáñez, Julián
Department: Universidad de Sevilla. Departamento de Didáctica y Organización Educativa
Date: 2014
Published in: Reice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(5), 135-150
Document type: Article
Abstract: Las investigaciones sobre dirección escolar en los últimos años vienen a demostrar la influencia que ejercen los líderes en los buenos resultados de las escuelas. Esta realidad ha generado un interés creciente por desarrollar programas formativos pa...
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In recent years, research on school leadership has put in evidence the strong influence that headteachers have over educational success. It has provoked an increasing interest to develop training programs in order to help the principals to acquire the skills needed for that challenge. Our research evidence that although the interest in principals’ training has also increase in Spain, the model is far from being clear and well defined for the whole country. Due to a decentralized educational system, administered with a high level of autonomy in each of the 17 autonomous communities, a very different array of training programs and structures has been developed. While management issues are included in all of them, it is not always the case of contents and practices related to instructional leadership, such as curriculum development, teachers and programs assessment, innovation or teachers training. That provokes a technocratic leadership approach that need to be revised
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URI: http://hdl.handle.net/11441/34733

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