The Leadership of Management Teams: A Fundamental Pillar in Building An Educational Culture for Coexistence and Participation
Vázquez-Toledo, Sandra (Universidad de Zaragoza) ; Latorre-Cosculluela, Cecilia (Universidad de Zaragoza) ; Cored-Bandrés, Sergio (Universidad de Zaragoza) ; Mairal-Llebot, María (Universidad de Zaragoza)
Resumen: Background/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.
Idioma: Español
DOI: 10.22521/edupij.2025.16.250
Año: 2025
Publicado en: Educational Process: International Journal 16, 1 (2025), 14 pp.
ISSN: 2147-0901
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
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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.
Idioma: Español
DOI: 10.22521/edupij.2025.16.250
Año: 2025
Publicado en: Educational Process: International Journal 16, 1 (2025), 14 pp.
ISSN: 2147-0901
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Exportado de SIDERAL (2025-10-17-14:14:51)
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Record created 2025-07-22, last modified 2025-10-17