Analysis of educational leadership at rural early-childhood and primary schools: a case study in Teruel (Aragon, Spain)

Abstract

Rural schools are a distinctive feature in the autonomous community of Aragon, as state-run rural schools are the main cultural institution in small towns. This research was conducted in four grouped rural schools (hereafter referred to by their Spanish acronym, CRAs) in the province of Teruel in 2017. Our objectives included analysing the views of management team members and teachers on educational leadership with a special emphasis on the rural school's differentiating elements. Four CRAs were chosen in the province of Teruel. Three teachers and six members of management teams participated and the study data were collected using a qualitative interview. The content analysis of the interview was conducted using the NVivo program and was organised into two fundamental areas: views of educational leadership and the skills this leadership includes. The general perception of management teams and teachers is positive; they value the effort put into performing the work and understand that both management and CRAs are complex. They also appreciate the management teams' organisation of training and its contents. This analysis suggests a set

El valor del lugar en las relaciones de inclusión y exclusión en un colegio rural agrupado. Un estudio etnográfico

“…Distintos estudios ponen en valor las estrategias que tanto equipos directivos (Bagley y Hillyard, 2015;Lorenzo et al 2019) como docentes (Álvarez y Vejo, 2017;Corbett, 2015;García y Pozuelos, 2017;Kalaoja y Pietarinen, 2009) llevan a cabo en las escuelas rurales para conseguir una relación fluida entre escuela y comunidad. Este hecho se presenta en una doble dirección.…”