This article examines perceived barriers and the influence they play in the professional and personal lives of women educational managers in Spain.A survey of 206 female school heads from pre-primary and primary schools shows that the women administrators face several perceived barriers: a lack of support from the governing educational authority; insufficient preparation and in-service training and an absence of equity-based support policies from the government and reconciliation policies to make the dual roles of mother-professional compatible. The study further found that role conflict and certain features of the organizational work culture, particularly the management culture, which was generally perceived as strongly masculine, and the scant appreciation of administrative work compared with teaching, were the factors that contributed to delaying or avoiding accession to the post of headship in schools.

The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.

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In Spain, the presence of women in decision-making positions and in positions of power is not proportional to the total number of women within the field of education. Women have encountered personal and professional barriers in their advancement to the principalship; however, significant and substantive changes to school policy are revealed when examining the experiences of those who achieve principal status. This article discusses the findings from a one-year qualitative multi-case study of women principals' roles in educational leadership and their creation of policy for educational change. Using in-depth interviews, observations, and field notes, the study focused on eight women working as principals and how the school community perceived their work, which lead to change within their schools. Despite the difficulties the principals encountered, this study found the women's experiences to be positive in several areas: school change; self-renewal and growth; relational and social networks with faculty; students and school community; and democratic and participatory styles of leadership as successful ingredients of their work.