ABSTRACT

There is important empirical evidence that shows that quality of leadership at a school level is one of the factors with the greatest impact on students’ performance. The purpose of this article is to provide territorialized diagnosis of quality of school leadership in Spain and its regions based onPISA2015 Spanish sample. Several quantitative indicators of leadership are defined for this purpose. The relationship between school leadership and economic, social, and cultural status (ESCS), because of its interest in defining new educational compensation policies has been analyzed. In addition, leadership indicators by type of school (public, charter, and private school) to compare the predominant leadership models in each of them, have been considered. Our main results reveal: (a) low percentages for principals who apply key forms of school leadership with sufficient frequency; (b) the weakness of public versus private schools, whether sustained by public funds or not, in leadership practices with the greatest impact; (c)significant differences between regions for all the leadership indicators considered; (d) an association between leadership and academic performance whose strength is close to 20%. From these empirical results, different recommendations are made in the field of educational policies and practices.

摘要

有重要的经验证据表明，学校层面的领导质量是对学生表现影响最大的因素之一。本文的目的是基于 PISA2015 西班牙样本对西班牙及其地区的学校领导质量进行地域化诊断。为此目的，定义了几个领导力的量化指标。分析了学校领导与经济、社会和文化地位 (ESCS) 之间的关系，因为它有兴趣定义新的教育补偿政策。此外，还考虑了按学校类型（公立、特许学校和私立学校）划分的领导力指标，以比较它们各自的主要领导力模型。我们的主要结果显示：(a) 校长足够频繁地应用学校领导的关键形式的百分比较低；(b) 公立学校与私立学校的弱点，无论是否由公共资金维持，在影响最大的领导实践方面；(c) 所考虑的所有领导指标在区域之间存在显着差异；(d) 领导力与学习成绩之间的关联，其强度接近 20%。根据这些实证结果，在教育政策和实践领域提出了不同的建议。(d) 领导力与学习成绩之间的关联，其强度接近 20%。根据这些实证结果，在教育政策和实践领域提出了不同的建议。(d) 领导力与学习成绩之间的关联，其强度接近 20%。根据这些实证结果，在教育政策和实践领域提出了不同的建议。