Semi‐professional school leadership in Spain: Gender differences

García, Juana María Tierno; Figuerola, Marta Camarero; Iranzo-García, Pilar; Barrios-Arós, Charo

doi:10.1111/ejed.12416

Cited by 3 publications

(1 citation statement)

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“…Women pay special attention to people’s needs, group well-being and informal aspects. Equally, they try to involve the education community in decision-making and are more likely to value conflict-mediation strategies (Tierno-García et al , 2020). On the contrary, men’s leadership style is more autocratic and managerial (Burke and Collins, 2001).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Aspiring and inspiring: the role of women in educational leadership

Mareque

Creo

Juste

2022

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Purpose This study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular activities demonstrated to influence leadership acquisition. With this evidence, this study intends to detect areas that require deeper analysis and suggest actions to redress the balance and promote a more egalitarian leadership in education in both teaching and management positions. Design/methodology/approach Accidental, as opposed to random, sampling was used via a cross-curricular study with a quasi-experimental design. The participants in this study were 335 teacher training students in Spanish universities. The Teamwork Skills Questionnaire was used to evaluate leadership and a self-assessment questionnaire to measure extracurricular activities. Findings Female students score lower in leadership skills and are engaged in fewer activities associated with successful leadership skills development. Very few students receive any training on leadership, with even fewer female than male students. Furthermore, the practice of certain extra-curricular activities can boost leadership skills. It has also been noted that these activities are carried out in different ways, depending on student gender. Originality/value This study has two points of focus: the level of leadership among education students, differentiating between male and female students, and the impact of certain extra-curricular activities carried out during the academic year, which have proven to have a considerable effect on the development of leadership skills.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Aspiring and inspiring: the role of women in educational leadership

Mareque

Creo

Juste

2022

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The perspectives of school principals in Spain: identifying professional competencies beyond their scope

Gil-Espinosa,

López-Fernández,

Cadenas-Sanchez

et al. 2024

School Leadership & Management

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Differences in Mathematical and Verbal Achievement Between Girls and Boys: The Heuristic Potential of the Structural Typing Approach in Large‐Scale Studies

Merkys,

Vaitkevičius,

Bubeliene

et al. 2024

Euro J of Education

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The results of total testing from the years 2015–2022 on the mathematical and verbal achievement of Lithuanian pupils (N ≈ 250,000) are presented. These are the standardised tests from grades 4 to 12. The K‐Means method has discovered six types of achievement. The highest achievement type is dominated by girls (61.1%) who perform well on both mathematical and verbal tasks. The lowest achievement type is dominated by boys (57.4%) who solve both mathematical and verbal tasks extremely poorly. Each of these types makes up 1/5 of the population, and the gap between the means of their groups is about 2.5 standard deviations. The remaining four types of achievement are in the 20th to 80th percentile and make up about 60% of the population. Differences in means within the same type between mathematic and verbal achievement average 0.85 standard deviations or span one quartile. Gender differences are clearly visible in this subgroup: boys solve mathematical tasks better and verbal tasks worse; girls solve verbal tasks better and mathematical tasks worse. Big data may form a mixed distribution. It is appropriate to first discover the basic types of achievement and only then look for gender‐specific differences. Such a type‐building approach is heuristically superior to the conventional approach of working only with the mixed dataset.

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Semi‐professional school leadership in Spain: Gender differences

Cited by 3 publications

References 32 publications

Aspiring and inspiring: the role of women in educational leadership

Aspiring and inspiring: the role of women in educational leadership

The perspectives of school principals in Spain: identifying professional competencies beyond their scope

Differences in Mathematical and Verbal Achievement Between Girls and Boys: The Heuristic Potential of the Structural Typing Approach in Large‐Scale Studies

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