ABSTRACT

Numerous studies have highlighted the important role played by school principals in improving the learning of their students, especially those at risk of social exclusion. Thus, the purpose of this paper is to analyse the pedagogical leadership exercised by the principals of disadvantaged schools in the Community of Madrid (Spain). To this end, the approach employed was based on a mixed methodology, combining quantitative and qualitative techniques with an ad hoc teaching staff questionnaire, on the one hand, and interviews with school principals, on the other. Low scores were obtained in those leadership practices relating to teacher individualism, such as the supervision of classroom teaching and collaboration with other schools for exchanging best practices. The teachers surveyed and the principals interviewed both agreed that the latter should be given a greater say in decision-making, especially when hiring teaching staff, in order to allow them to manage truly efficient schools. This in turn points to the need for a consensus on education policy regulating the role of Spanish school principals, in order to allow them to exercise real pedagogical leadership and thus guarantee optimal teaching-learning processes.

摘要

许多研究强调了校长在改善学生学习方面发挥的重要作用，尤其是那些面临社会排斥风险的学生。因此，本文的目的是分析马德里社区（西班牙）弱势学校校长所行使的教学领导能力。为此，所采用的方法基于混合方法，一方面将定量和定性技术与临时教师问卷调查相结合，另一方面与学校校长面谈。在与教师个人主义相关的领导实践中得分较低，例如监督课堂教学以及与其他学校合作交流最佳实践。接受调查的教师和接受采访的校长都同意后者应该在决策中拥有更大的发言权，尤其是在聘用教职员工时，以便他们能够管理真正高效的学校。这反过来又表明需要就规范西班牙学校校长角色的教育政策达成共识，以便让他们发挥真正的教学领导作用，从而保证最佳的教学过程。