000162200 001__ 162200
000162200 005__ 20251017144604.0
000162200 0247_ $$2doi$$a10.22521/edupij.2025.16.250
000162200 0248_ $$2sideral$$a144772
000162200 037__ $$aART-2025-144772
000162200 041__ $$aspa
000162200 100__ $$0(orcid)0000-0003-2206-2299$$aVázquez-Toledo, Sandra$$uUniversidad de Zaragoza
000162200 245__ $$aThe Leadership of Management Teams: A Fundamental Pillar in Building An Educational Culture for Coexistence and Participation
000162200 260__ $$c2025
000162200 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162200 5203_ $$aBackground/purpose. Educational leadership plays a fundamental role in promoting a democratic school culture that fosters participation, coexistence, and inclusion. However, the development of such a culture largely depends on how leadership teams perform their roles and the leadership styles they adopt. This study aims to explore the perceptions of leadership teams and teachers regarding educational leadership and its influence on school coexistence.
Materials/methods. The study was conducted in 75 educational centres in Aragón (Spain) using a mixed-methods approach. Data were collected from both teachers and school leaders through a questionnaire and a discussion group. The analysis focused on the functions, skills, and beliefs that shape educational leadership practices.
Results. The findings reveal a generally positive perception of educational leadership, especially regarding its role in creating a favourable organisational climate and promoting constructive interpersonal relationships. Competencies such as communication, conflict resolution, and teamwork emerged as essential to effective leadership. Additionally, the importance of collegial and participatory leadership practices was emphasised.
Conclusion. The study concludes that distributed leadership dynamics make a significant contribution to fostering inclusive and democratic school environments. This form of leadership not only enhances coexistence but also promotes the overall well-being of the educational community by encouraging the active engagement of all stakeholders in decision-making processes.
000162200 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000162200 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162200 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000162200 700__ $$0(orcid)0000-0001-9563-6789$$aCored-Bandrés, Sergio$$uUniversidad de Zaragoza
000162200 700__ $$aMairal-Llebot, María$$uUniversidad de Zaragoza
000162200 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000162200 773__ $$g16, 1 (2025), 14 pp.$$tEducational Process: International Journal$$x2147-0901
000162200 8564_ $$s752898$$uhttps://zaguan.unizar.es/record/162200/files/texto_completo.pdf$$yVersión publicada
000162200 8564_ $$s2158527$$uhttps://zaguan.unizar.es/record/162200/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000162200 909CO $$ooai:zaguan.unizar.es:162200$$particulos$$pdriver
000162200 951__ $$a2025-10-17-14:14:51
000162200 980__ $$aARTICLE