Liderazgo distribuido y capacidad de mejora en centros de educación secundaria

  1. Cristina Moral Santaella 2
  2. Francisco Javier Amores Fernández 3
  3. Ritacco Real, Maximiliano 1
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  3. 3 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Mostra les afiliacions +
Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Any de publicació: 2016

Número: 30

Pàgines: 115-143

Tipus: Article

beta Ver similares en nube de resultados
DOI: 10.15581/004.30.115-143 DIALNET GOOGLE SCHOLAR lock_openDadun editor

Altres publicacions en: ESE: Estudios sobre educación.

Objectius de Desenvolupament Sostenible

Resum

The article we submit is an approach to the study of leadership on secondary schools and seeks to verify the presence or absence of distributed leadership arranged in a sample of 24 secondary schools in the Granada province. Applying a mixed methodology in which self-analysis outlines and semi-structured interviews are combined, it comes to the conclusion that the actual leadership model in the analysed secondary schools sample is a bureaucratic one supported by the fi gure of a director acting on his/her own. Although the sample used for the study is limited, the article encourages the refl ection on the need to define the director figure as a key element in order to stimulate secondary schools’ improvement capacity.

Referències bibliogràfiques

  • Ban Al-Ani, A. H. y Bligh, M. C. (2011). Collaborating with ‘virtual strangers’. Towards developing a framework for leadership in distributed teams. Leadership, 7, 219-249.
  • Barnett, K. y McCormick, J. (2012). Leadership and team dynamics in senior executive leadership teams. Educational Management Administration and Leadership, 40(6), 653-671.
  • Bolivar, A. y Moreno, J. M. (2006). Between transaction and transformation. The role of school principals as education leaders in Spain. Journal of Educational Change, 7, 19-31.
  • Day, C. (2009). Capacity building through layered leadership: Sustaining the turnaround. En A. Harris (Ed.), Distributed leadership. Different perspectives (pp. 121-138). London: Springer.
  • Day, C. et al. (2008). Research into the impact of school leadership on pupil outcomes: Policy and research context. School Leadership and Management, 28(1), 5-25.
  • Day, C. y Harris, A. (2002). Teachers leadership, refl ective practice and school improvement. En K. Leithwood y P. Hallinger (Eds.), Second International handbook of Educational Leadership and Administration (pp. 957-977). Dordrecht: Kluwer Academic.
  • Day, C. y Gurr, D. (2014). Leading school successfully. Stories from the field. London: Routledge.
  • Decreto 327/2010, de 13 de julio, por el que se aprueba el Reglamento Orgánico de los Institutos de Educación Secundaria.
  • De Horng, E. L, Klasik, D. y Loeb, S. (2010). Principal’s time use and school effectiveness. American Journal of Education, 116, 491-523.
  • Diamond, J. (2007). Cultivating high expectations in an urban elementary school: The case of Kelly School. En J. Spillane y J. Diamond (Eds.), Distributed Leadership in Practice (pp. 63-84). New York: Teachers College Press.
  • Dimmock, C., Kwek, D. y Toh, Y. (2013). Leadership for 21 century learning in Singapore’s high performing schools. En OECD Center for Educational Research and Innovation (Ed.), Leadership for 21st Century Learning (pp. 107132). Fundació Jaume Bofi ll.
  • Evertson, C. y Green, J. (1986). Observation as inquiry and method. En M. Wittrock (Ed.), Handbook of Research on Teaching (pp. 162-213). New York: MacMillan Publishing Company.
  • FoshaugVennebo, K. y Otesen, E. (2012). School leadership: constitution and distribution. International Journal of Leadership in Education, 15(3), 255-270.
  • Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey Bass.
  • Gronn, P. (2002). Distributed leadership. En K. Leithwood and P. Hallinger (Eds.), Second International Handbook of Educational Leadership and Administration (pp. 653-696). Dordrecht: Kluwer Academic Publishers.
  • Gronn, P. (2008). The future of distributed leadership. Journal of Educational Administration, 46(2), 141-138.
  • Gronn, P. (2009). From distribute to hybrid leadership practice. En A. Harris (Ed.), Distributed leadership. Different perspectives (pp. 197-218). London: Springer.
  • Gurr, D. (2014). Finding your leadership. Perspectives on educational leadership, 2.
  • Gurr, D. y Day. C. (2014). Thinking about leading schools. En C. Day y D. Gurr (Eds.), Leading schools successfully. Stories from the field (pp. 194-208) New York: Routledge.
  • Hadfi eld, M. (2003). Building capacity versus growing schools. En A. Harris, C. Day, M. Hadfi eld, D. Hopkins, A. Hargreaves, y C. Chapman (Eds.), Effective Leadership for School Improvement (pp. 107-120). New York: RoutledgeFalmer.
  • Hallett, T. (2007). The case of Costen Elementary School. En J. Spillane y J. Diamond (Eds.), Distributed Leadership in Practice (pp. 85-105). New York: Teachers College Press.
  • Hallinger, P. y Heck, R. (1998). Exploring principal’s contribution to school effectiveness (1980-1995). School Effectiveness and School Improvement, 9, 157-191.
  • Hallinger, P. y Heck, R. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement. Educational Management Administration and Leadership, 38(6), 645-678.
  • Hallinger, P. y Huber, S. (2012). School leadership that makes a difference: international perspectives. School Effectiveness and School Improvement, 23(4), 359-367.
  • Hargreaves, A. y Fullan, M. (2014).Capital professional. Madrid: Morata.
  • Harris, A. (2003). Teachers leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership and Management, 23(3), 313-324.
  • Harris, A. (2003a). The changing context of leadership: research, theory and practice. En A. Harris, C. Day, M. Hadfi eld, D. Hopkins, A. Hargreaves y C. Chapman (Eds.), Effective Leadership for School Improvement (pp. 9-19). New York: RoutledgeFalmer.
  • Harris, A. (2003b). Teachers leadership and school improvement. En A. Harris, C. Day, M. Hadfi eld, D. Hopkins, A. Hargreaves, y C. Chapman (Eds.), Effective Leadership for School Improvement (pp. 72-83). New York: Routledge Falmer.
  • Harris, A. (2009). Distributed leadership: What we know? En A. Harris (Ed.), Distributed Leaders. Different perspectives (pp.11-25). London: Springer.
  • Harris, A. (2012). Liderazgo y desarrollo de capacidades en la escuela. Santiago de Chile: Fundación Chile, Centro de Innovación en Educación.
  • Harris, A. (2013). Distributed leadership: Friend or foe? Educational Management Administration and Leadership, 41(5), 545-554.
  • Harris, A. y Jones, M. (2011). Professional learning communities in action. London: Leannta Publishing
  • Halverson, R. (2007). Systems of practice and professional community. En J. Spillane y J. Diamond (Eds.), Distributed Leadership in Practice, (pp. 35-62). New York: Teachers College Press.
  • Hopkins, D. (2003). Instructional leadership and school improvement. En A. Harris, C. Day, M. Hadfi eld, D. Hopkins, A. Hargreaves, y C. Chapman (Eds.), Effective Leadership for School Improvement (pp. 55-71). New York: RoutledgeFalmer.
  • Hopkins, D. y Jackson, D. (2003). Building the capacity for leading and learning. En A. Harris, C. Day, M. Hadfi eld, D. Hopkins, A. Hargreaves, y C. Chapman (Eds.), Effective Leadership for School Improvement (pp. 84-104). New York: RoutledgeFalmer.
  • Hopkins, D. et al. (2014). School and system improvement: a narrative state-ofthe-art review. School Effectiveness and School Improvement, 25(2), 257-281.
  • Klar, H. (2012). Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership. International Journal of Leadership in Education, 15(2), 175-197.
  • Krippendorff, K. (2004). Content analysis. An introduction to its methodology. Thousand Oaks: CA. Sage.
  • Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA, USA: Association for Supervision and Curriculum Development (ASCD).
  • Leithwood, K. (2011). The four essential components of the leader’s repertorie. En K. Leithwood y K. Seashore Louis (Ed.), Linking leadership to student learning (pp. 57-67). NJ: Jossey Bass.
  • Leithwood, K. et al. (2004). How leadership influences student learning. Minnesota: Carei.
  • Leithwood, K. et al. (2006). Successful school leadership. What it and how it infl uences pupil learning. UK: National College for School Leadership.
  • Leithwood, K., et al. (2007). Distributing leadership to make schools smarter: taking the ego out of the system. Leadership and Policy in Schools, 6, 37-67.
  • Leithwood, K., Harris, A. y Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
  • Leithwood, K. y Jantzi, D. (2011). The reality of leadership distribution within the school community. En K. Leithwood y K. Seashore Louis (Ed.), Linking leadership to student learning (pp. 124-140). NJ: Jossey Bass.
  • Leithwood, K. y Seashore Louis, K. (2011). Leadership and learning. The critical connection. En K. Leithwood y K. Seashore Louis (Ed.), Linking leadership to student learning (pp. 1-7). NJ: Jossey Bass.
  • López Yáñez, J. (2010). Confi anza. Un patrón emergente de desarrollo y mejora de la escuela. Revista Iberoamericana de Educación, 54, 85-106.
  • Lumby, J. (2013). Distributed leadership: The uses and abuses of power. Educational Management Administration and Leadership, 4(5), 581-597.
  • Moral, C. y Amores, F. J. (2014). Arquitectura resistente determinante del liderazgo pedagógico en los centros de Educación Secundaria. Bordón, 66(2), 121-138.
  • Murillo, J. (2006). Una dirección escolar para el cambio: Del liderazgo transformacional al liderazgo distribuido. REICE, 4(4e), 11-24.
  • Murphy, J. (2009). Teachers leadership: barriers and supports. En T. Townsend (Ed.), International Handbook of School Effectiveness and Improvement (pp. 681706). Springer: The Netherlands.
  • Newmann, F., King, M. y Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108, 259-299.
  • OECD Secretariat (2013). Learning leadership for innovative learning environments. The overview, OECD Center for Educational Research and Innovation (Ed.), Leadership for 21st Century Learning (pp. 13-58). Fundació Jaume Bofi ll.
  • OECD (2014). Talis 2013-Results. An international perspective of teaching and learning. OECD.
  • Pepper, C. (2014). Leading for sustainability in western Australian regional schools. Educational Management Administration and Leadership, 42(4), 506-519.
  • Seashore Louis, K. et al. (2009). The role of sensemaking and trust in developing distributed leadership. En A. Harris (Ed.), Distributed leadership. Different perspectives (pp. 157-180). London: Springer.
  • Seashore Louis, K. y Wahlstrom, K. (2011). Shared and Instructional Leadership. When principals and teachers successfully lead together. En K. Leithwood y K. Seashore Louis (Ed.), Linking leadership to student learning (pp. 25-41). NJ: Jossey Bass.
  • Sharon, C. y Sukkyung, Y. (2014). Role stress revisited: Job structuring antecedents, work, outcomes, and moderating effects of locus of control. Educational Management Administration and Leadership, 42(2), 184-206.
  • Shatzer, Ryan H. et al. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications of practice. Educational Management Administration and Leadership, 42(4), 445-459.
  • Shen, J y Xia J. (2012). The relationship between teachers’ and principals’ decision-making power: is it a win-win situation or a zero-sum game? International Journal of Leadership in Education, 15(2), 153-174.
  • Slater, L. (2008). Pathways to building leadership capacity. Educational management Administration and leadership, 36(1), 55-69.
  • Spillane, J. (2013). The practice of leading and managing teaching in educational organisations, OECD Center for Educational Research and Innovation (Ed.), Leadership for 21st Century Learning (pp. 59-82). Fundació Jaume Bofi ll.
  • Spillane, J., Camburn, E. y Pareja, A. (2007). Taking distributed perspective to the school principal’s workday. Leadership and Policy in Schools, 6, 103-125.
  • Spillane, J. y Diamond, J. (2007). Taking a distribute perspective. En J. Spillane y J. Diamond (Eds.), Distributed Leadership in Practice (pp. 3-15). New York: Teachers College Press.
  • Spillane, J., Halverson, R. y Diamond, J. (2004). Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.
  • Spillane, J. y Hunt, B. (2010). Days of their lives: a mixed-methos, descriptive analysis of the men and women at work in the principal’s offi ce. Journal of Curriculum Studies, 42(3), 293-331.
  • Spillane, J. y Zuberi, A. (2009). Designing and piloting a leadership daily practice log: using logs to study the practice of leadership. Educational Administration Quarterly, 45(3), 375-423.
  • Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10, 115-127.
  • Teddlie, C. y Tashakkori, A. (2011). Mixed methods research. Contemporary issues in an emerging field. En N. K. Denzin y Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 285-300). Los Angeles: SAGE.
  • Thoonen, E. et al. (2012). Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441-460.
  • Timperley, H. S. (2005). Distributed leadership: developing theory from practice. Journal of Curriculum Studies, 37(4), 1-26.
  • Torres-Arcadia, C. y Flores-Kastanis, E. (2014). Mexico – From fragmentation to community: a journey of change. En C. Day y D. Gurr (Eds.), Leading schools successfully. Stories from the fi eld (pp. 31-43). New York: Routledge.
  • Vesico, V., Ross, D. y Adams, D. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
  • Western, S. (2012). An overview of the leadership discourses. En M. Preedy, N. Bennet y C. Wise (Eds.), Educational Leadership. Context, strategy and collaboration (pp. 11-24). Los Angeles: SAGE Publications.
  • Yukl, G. (1999). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. Leadership Quarterly, 10(2), 285-305.
  • Gimeno, J., Beltrán, F., Salinas, B. y San Martín, A. (1995). La dirección de centros: Análisis de tareas. Madrid: Ministerio de Educación y Ciencia.
Fuente de los datos: Dialnet