000100657 001__ 100657
000100657 005__ 20230914083308.0
000100657 0247_ $$2doi$$a10.1080/13603124.2019.1657590
000100657 0248_ $$2sideral$$a123078
000100657 037__ $$aART-2022-123078
000100657 041__ $$aeng
000100657 100__ $$0(orcid)0000-0003-3644-9101$$aLorenzo Lacruz, J.$$uUniversidad de Zaragoza
000100657 245__ $$aAnalysis of educational leadership at rural early-childhood and primary schools: a case study in Teruel (Aragon, Spain)
000100657 260__ $$c2022
000100657 5060_ $$aAccess copy available to the general public$$fUnrestricted
000100657 5203_ $$aRural schools are a distinctive feature in the autonomous community of Aragon, as state-run rural schools are the main cultural institution in small towns. This research was conducted in four grouped rural schools (hereafter referred to by their Spanish acronym, CRAs) in the province of Teruel in 2017. Our objectives included analising the views of management team members and teachers on educational leadership with a special emphasis on the rural school’s differentiating elements. Four CRAs were chosen in the province of Teruel. Three teachers and six members of management teams participated and the study data were collected using a qualitative interview. The content analysis of the interview was conducted using the NVivo program and was organised into two fundamental areas: views of educational leadership and the skills this leadership includes. The general perception of management teams and teachers is positive; they value the effort put into performing the work and understand that both management and CRAs are complex. They also appreciate the management teams’ organisation of training and its contents. This analysis suggests a set of conditions that provides a qualitative insight into management possibilities and limitations in the CRA model.
000100657 536__ $$9info:eu-repo/grantAgreement/ES/UZ/Fundación Universitaria Antonio Gargallo
000100657 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000100657 592__ $$a0.519$$b2022
000100657 593__ $$aArts and Humanities (miscellaneous)$$c2022$$dQ1
000100657 593__ $$aStrategy and Management$$c2022$$dQ2
000100657 593__ $$aEducation$$c2022$$dQ2
000100657 594__ $$a3.1$$b2022
000100657 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000100657 700__ $$0(orcid)0000-0001-7620-6660$$aDomingo Cebrián, V.$$uUniversidad de Zaragoza
000100657 700__ $$0(orcid)0000-0001-9678-6447$$aNolasco Hernández, A.$$uUniversidad de Zaragoza
000100657 700__ $$0(orcid)0000-0001-5058-1542$$aAbos Olivares, P.$$uUniversidad de Zaragoza
000100657 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000100657 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000100657 773__ $$g25, 6 (2022), 966-983$$tInternational Journal of Leadership in Education$$x1360-3124
000100657 8564_ $$s548753$$uhttps://zaguan.unizar.es/record/100657/files/texto_completo.pdf$$yPostprint
000100657 8564_ $$s1475546$$uhttps://zaguan.unizar.es/record/100657/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000100657 909CO $$ooai:zaguan.unizar.es:100657$$particulos$$pdriver
000100657 951__ $$a2023-09-13-10:56:34
000100657 980__ $$aARTICLE