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Resumen:El artículo expone el proceso y los resultados de un programa de formación de directivos escolares basado en el análisis de su práctica, la retroalimentación y el coaching. El proyecto ha sido desarrollado por académicos de centros de investigación educativa de 10 países. Los componentes del programa eran (a) un instrumento de diagnóstico asociado a un informe de retroalimentación sobre el perfil de liderazgo; y (b) un dispositivo formativo en grupos pequeños coordinados por un ‘coach’. Paralelamente al programa de formación se llevó a cabo un proceso de investigación para evaluar el potencial de aquel en la mejora de la práctica directiva. Dicho proceso incluyó observación y grabación de las sesiones de coaching y entrevistas a los participantes, tanto a los formadores como a los directivos en formación. La versión española del programa demostró ser un dispositivo eficaz de formación. Este artículo identifica sus principales fortalezas –entre las que se destacan el valor del instrumento en que se basa el análisis del perfil directivo y el de la discusión grupal como como promotores de la reflexión– así como los aspectos que deben mejorarse. Entre estos últimos, cabe subrayar la longitud y densidad del informe de devolución obtenido y la formación de los propios coaches. Abstract:This paper depicts the process and results of a training program for educational leaders based on the analysis of their practice, feedback and coaching. The project was carried out by academics of educational research centres from ten countries. The main components of the program were (a) a diagnostic instrument associated to a feedback report on the participants’ leadership profile; and (b) a training device developed in small groups coordinated by a ‘coach’. In parallel, a research process was developed in order to assess the potential of the training device to improve principals’ practice. Such process included observation and recording of the coaching sessions, and interviews to both, the trainees and the coaches. The Spanish version of the program proved to be an effective training tool. This article points out its main strengths and the issues needed of improvement. Among the strengths, it can be pointed out the value of both the instrument in which the analysis of leader’s profile is based and the discussion with colleagues as effective tools for promoting reflective thought and learning. Among the aspects to improve, we can underline the length and density of the report and the coaches’ needs of training.

This article discusses the results obtained by two consecutive enquiries into the leadership styles and training needs of women and men leading higher education organisations. It compares the findings of the first stage of two studies, based on ad hoc questionnaires responded to by 136 women and 129 men. Results showed only subtle differences between the leadership styles deployed by the two groups. Both groups viewed organisations as social constructions; they preferred characteristics such as responsibility, ability to get on well with people, motivation capacity, communication and empathy, capacity to tackle difficult situations, and ethical issues. Consistent with this both groups identified similar training needs, which included the acquisition of abilities to deal with interpersonal conflicts and the construction of personal criteria to select the best strategy to face every situation. As no significant differences between male and female leaders were found, it is suggested that research into higher education organisations and their management training needs from a gender perspective should focus on the way both men and women managers tackle problems and situations.

This article presents the findings of an exploratory-descriptive study, with a quantitative-qualitative approach, whose objective was to identify and describe the problems faced by beginner teachers who participated in a teaching induction program (INDUCTIO) in the Dominican Republic. Two ad hoc questionnaires were designed and applied to 363 beginning teachers and 45 mentors respectively. Likewise, two focus groups were developed, one with twelve beginning teachers and the other with ten mentors. The findings reflect that management of discipline issues, motivation and the response to students´ individual differences are the problems most faced by beginning teachers. The perception of these problems meaningfully improves after remaining in the program for five months. Furthermore, significant differences are detected regarding the problems identified at the beginning of the program by both novice teachers and mentors. Similarly, significant differences were observed in relation to the problems that the two groups refer to have overcome.