Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts

Moral, Cristina; Higueras-Rodríguez, Lina; Romera, Ana Martín; Valdivia, Estefanía Martínez; Morales-Ocaña, Amelia

doi:10.1080/13603124.2018.1562100

Cited by 12 publications

(15 citation statements)

References 49 publications

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“…This process affect at the curriculum of the stage and training of specialist teachers (pedagogical training). The principals need real autonomy to adapt to the characteristics of the center and to make effective educational projects to attend to the diversity of students (Martínez-Valdivia et al 2018;Moral et al 2019).…”

Section: Discussionmentioning

confidence: 99%

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Valdivia

Burgos-Garcia

2020

Social Sciences

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School failure is, at the international level, a problem that affects, most educational systems. In Spain, it is currently a current problem that remains unresolved. Therefore, our research aims to discover and analyze situations of school failure experienced by different agents with long experience in order to understand them and find out the possible responsibility of the school itself and the teacher. The methodology used in this research is qualitative in its focus on the phenomenological approach. The sample is constituted by the following: (a) active teachers; (b) retired teachers; (c) students who live school failure and (d) subjects integrated into the working world who experienced situations of school failure. The instrument used to collect information was the semi-structured interview and the focus groups, supported by a script designed and submitted to expert judgment. The results have been obtained from “content analysis” using the Nvivo11 Plus program. A wide overview of the main academic causes, incidents from the school and the classrooms that are involved in school failure is presented. Among the most relevant conclusions is that the school, with certain actions and in an indirect way, can lead to the construction of school failure.

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Section: Discussionmentioning

confidence: 99%

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Valdivia

Burgos-Garcia

2020

Social Sciences

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“…The critical literature review has been carried out on publications in Spanish and English language journals related to ISSPP Spanish case studies of successful and unsuccessful schools in disadvantaged and heterogeneous contexts, covering all the ISSPP lines and branches of research. Specifically, twelve case studies have been carried out by different research groups belonging to the universities of Huelva, Madrid, and Granada [37][38][39][40][41][42][43]. All case studies have been published in peer-reviewed high impact journals and have passed the required validity criteria for publication.…”

Section: Description Of Reported School Case Studies and Review Metho...mentioning

confidence: 99%

The Meaning of Successful School Leadership in Disadvantaged Contexts in Spain: Approach from the International Successful School Principalship Project (ISSPP)

Moral-Santaella,

Raso-Sánchez

2023

Education Sciences

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Successful school leadership in disadvantaged contexts is a topic of debate in the context of the Spanish education system. There needs to be clear identification of the concept of school success and what successful school leadership means. Thanks to the research carried out within the ISSPP project in Spain, we have been able to expand our knowledge on how success is defined in disadvantaged contexts: How have principals contributed to their school’s success? How has success grown and been sustained? And how have successful principals overcome internal and external factors to build a strong professional identity that enables them to fight for social justice? The ISSPP research in Spain finally concludes that the leadership variable may be considered decisive in the learning outcomes of pupils. It is not only the context variable that would be decisive in academic results, but rather leadership capable of making the moral purpose of education a reality.

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“…Black and Simon (2014), Causton and Teoharis (2017), Poon-McBrayer (2017), Harris et al (2017), andCheng (2018) believe that inclusive leaders are professionals who: Consequently, inclusive school management teams must not only have a disposition which is favorable to diversity but they should also be ethically committed to inclusion. Furthermore, they must have the necessary training and strategies to promote it in their organizations and sustain it over time (Moral et al, 2020).…”

Section: Being An Inclusive School Leader: a Tough Taskmentioning

confidence: 99%

“…Consequently, inclusive school management teams must not only have a disposition which is favorable to diversity but they should also be ethically committed to inclusion. Furthermore, they must have the necessary training and strategies to promote it in their organizations and sustain it over time (Moral et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

School Management Teams in the Face of Inclusion: Teachers’ Perspectives

López-López

López

Pareja

2022

Journal of Research on Leadership Education

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This study analyses teachers’ opinions concerning the actions taken by management teams in favor of policies which address inclusion in compulsory education schools in Granada (Spain). This is quantitative research in which the LIE-Q-Teaching Team has been used. Two hundred forty-three teachers participated in this study which involved a descriptive and inferential analysis. Results show that the actions promoting inclusion mainly relate to the management of teaching-learning processes and professional development. Results also reveal that there are significant differences based on the ownership of the school, its educational level and the socio-economic status of the area in which it is located.

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Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts

Cited by 12 publications

References 49 publications

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

The Meaning of Successful School Leadership in Disadvantaged Contexts in Spain: Approach from the International Successful School Principalship Project (ISSPP)

School Management Teams in the Face of Inclusion: Teachers’ Perspectives

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