School Headship and Occupational Stress: The Case of Primary School Heads

Mushoriwa, T.D.; Dlamini, Nkosikhona

doi:10.1080/09764224.2015.11885522

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Lamentablemente, la atracción de la función directiva ha perdido intensidad. Ello no significa que los candidatos no posean una visión transformadora, sino que sus aspiraciones están influenciadas por su vida personal, los procesos de sucesión, los cambios en el rol y las condiciones externas, entre otros factores (Aramendi, et al, 2010;Barty, Thompson, Blackmore y Sachs, 2005;Mushoriwa y Dlamini, 2015). Desafortunadamente, estos profesionales soportan un incremento de responsabilidad y tareas que no están reconocidos y que generan en ellos dudas a la hora de acceder a esta posición (Bush, 2015;Dinham, Anderson, Caldwell y Weldon, 2011).…”

Section: Desafección Por La Dirección De Los Centros Educativos: La Ounclassified

Motivación de acceso a la función directiva en centros de educación obligatoria: una aproximación cualitativa

Martínez

Hernández-Amorós

2017

Rev. Complut. Educ

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Resumen. Es un hecho constatado que el liderazgo de los directores de los centros educativos es una de las claves del cambio. Su impacto, bien sea de carácter directo o indirecto, ha sido evidenciado en la mejora de los resultados académicos del alumnado, la contribución al desarrollo profesional del equipo docente y la creación y cultivo de comunidades de aprendizaje. Este estudio pretende reconocer cuáles son los motivos que conducen a los directores a acceder al cargo, así como el carácter de su decisión.

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Section: Desafección Por La Dirección De Los Centros Educativos: La Ounclassified

Motivación de acceso a la función directiva en centros de educación obligatoria: una aproximación cualitativa

Martínez

Hernández-Amorós

2017

Rev. Complut. Educ

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“…Despite the importance of the role attributed to the principal, it seems that it is becoming increasingly difficult to attract a sufficient number of candidates to the post (Bush, 2015;Lynch et al, 2016;Tran, 2016). Deterrents include the difficulty in devoting enough attention to one's personal life, the obstacles identified in the promotion processes, the changes made to the principal's role, the excessive weight of bureaucratic workwhich prevents them from focussing their attention on the academic sideand external conditions (Aramendi et al, 2010;Mushoriwa and Dlamini, 2015). Principals bear increased responsibility and additional tasks that go unrecognised, and this makes teachers dubious about applying for the position (Bush, 2015).…”

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Aspiring to break away from the same old Spanish educational leadership model

Ruiz

Hernández-Amorós

2017

JEA

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Purpose The purpose of this paper is to seek insights into the demands and challenges faced by school principals in Spain, especially in their dealings with local education authorities. Design/methodology/approach In all, 100 principals from public infant, primary and secondary schools in Alicante (Spain) participated in the study, which was carried out from a qualitative research perspective using deductive content analysis. Findings Most participants noted the need to improve channels of communication with, and support from, the local education authority. They also stressed the desirability of increasing their autonomy, reducing bureaucratic tasks and improving working conditions, which is in line with the international framework. Their narratives make it clear that they remain tied to a management leadership model but actually aspire to an instructive leadership. Research limitations/implications An absence of triangulation and the use of a single data collection technique are the limitations of this paper. Practical implications These participants are practising professionals who are proposing ways to improve aspects of their working lives based on actual experience. Acknowledging their voices could inspire the design of policies aimed at improving the principal’s role in Spain. Originality/value Knowledge is contributed to the area of study into proposals for improving the role of the principal, but with new and contextualised insights.

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