Pedagogical leadership exercised by the principals of disadvantaged schools in Spain

Llorent-Bedmar, Vicente; Navarro-Granados, María; Palma, Verónica Cobano-Delgado

doi:10.1080/13632434.2021.1872526

Cited by 4 publications

(2 citation statements)

References 35 publications

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“…Regarding its implementation, based on the relevant literature (e.g., Llorent-Bedmar et al, 2021;O'Sullivan & Sakr, 2022) pedagogical leadership could be attained through a series of practices such as: (a) the observation of the teachings by the school director and then the analysis, interpretation and discussion of the observation data with the class teacher, (b) the establishment of didactic, pedagogical, psychosocial criteria when making collective decisions for the operation of the school unit (e.g., the allocation of classes/departments to the school teachers or the redesign of the school space and the utilization of the school building's logistical infrastructure), (c) the strengthening of relations of cooperation and interaction among members of the school community, with the local community and with the family, (d) the motivation of teachers and students to utilize innovative teaching practices, (e) the formation of a common vision in the school community, (f) the guidance of teachers in the field of their professional development (primarily in groups), and (g) based on the needs of the school community, the flexible management of the details and scheduling of programs. These are practices concerning three main factors of school operation: the students, the teachers and the school environment/climate.…”

Section: Literature Reviewmentioning

confidence: 99%

“…An anonymous questionnaire was chosen as a tool for this research because it has been used to collect data in a series of similar studies recently (e.g., Llorent-Bedmar et al, 2021;Peng & Chudy, 2021). It was compiled by the authors after a relevant bibliographic update of previous research by Gento et al (2015), Finley (2014), andWilson Morgan (2015) as well as exchanges of views with primary school principals and teachers in two of the country's regions (Attica and the Cyclades) in which the survey was conducted.…”

Section: Research Instrumentmentioning

confidence: 99%

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The Pedagogical Role of the Primary-School Headteacher: Insights From Greece

Alexopoulos,

Babalis,

Tsoli

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.</p>

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Section: Literature Reviewmentioning

confidence: 99%

Section: Research Instrumentmentioning

confidence: 99%

The Pedagogical Role of the Primary-School Headteacher: Insights From Greece

Alexopoulos,

Babalis,

Tsoli

et al. 2023

INT J EDUC METHODOL

View full text Add to dashboard Cite

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The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender

Matías-García,

Cubero,

Santamaría

et al. 2024

Eur J Psychol Educ

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In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students’ identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed.

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