Principal Professional Identity: Giving Voice to Children in a Vulnerable Spanish Context

Autor/inn/en	Rodríguez, Carmen Lucena; Cruz-González, Cristina; Segovia, Jesús Domingo
Titel	Principal Professional Identity: Giving Voice to Children in a Vulnerable Spanish Context
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 5, S.1161-1180 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez, Carmen Lucena) ORCID (Cruz-González, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211030750
Schlagwörter	Foreign Countries; Principals; Professional Identity; Equal Education; Communities of Practice; Case Studies; Educational Strategies; Instructional Leadership; Comparative Analysis; Educational Environment; Educational Improvement; Disadvantaged; Social Justice; Academic Achievement; Rural Schools; Transformational Leadership; Administrator Attitudes; Student Attitudes; Organizational Change; Preschool Education; Elementary Secondary Education; Low Income Groups; Spain + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Community; Case study; Fallstudie; Case Study; Lehrstrategie; Instruction; Leadership; Bildung; Erziehung; Führung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Soziale Gerechtigkeit; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Organisationswandel; Pre-school education; Vorschulerziehung; Spanien
Abstract	This case study investigated the strategies used by a school principal who successfully leads an educational centre in a vulnerable context. This article aims to explore how a school in a vulnerable context can be strengthened by the actions implemented by the principal and his leadership based on social and pedagogical commitment. Initially, the key aspects identified by the school community in the principal's identity were analysed, and subsequently compared with their own perception to understand their professional development and leadership practices. The findings identify three main strategies that have been implemented to improve the school climate: (1) building relationships and involving the community in educational change; (2) enhancing cooperative work and the joint vision of the school-professional learning communities; and (3) give children a voice, respect children and fight for equal opportunities. Comprehensive keys to professional practice are drawn from these findings. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01