000170939 001__ 170939
000170939 005__ 20260430151735.0
000170939 0247_ $$2doi$$a10.11591/ijere.v15i2.37279
000170939 0248_ $$2sideral$$a149116
000170939 037__ $$aART-2026-149116
000170939 041__ $$aeng
000170939 100__ $$0(orcid)0000-0001-9563-6789$$aCored-Bandrés, Sergio$$uUniversidad de Zaragoza
000170939 245__ $$aThe complexity of school leadership in Spain: between leadership and educational management
000170939 260__ $$c2026
000170939 5060_ $$aAccess copy available to the general public$$fUnrestricted
000170939 5203_ $$aSchool leadership in Spain faces notable complexity arising from bureaucratization, limited autonomy, and the insufficient professionalization of the role. This study, grounded in perspectives from distributed, transformational and instructional leadership, analyses leadership teams’ perceptions regarding access to the position, training, the competencies required, and the satisfaction associated with these functions. To this end, a qualitative design was employed, based on semi-structured interviews conducted with 24 teachers holding leadership positions. The data were examined through categorical content analysis with the support of NVivo, ensuring both inter- and intra-rater reliability. The study offers an original contribution by providing updated empirical evidence on how structural and organizational conditions shape motivations, training relevance, and the relational competencies that underpin participatory leadership models. The thematic analysis identified several recurring themes: positive evaluations of initial training, diverse motivations for assuming the role (from vocation to compulsory appointment), the emphasis on communicative, collaborative and organizational competencies, and ambivalent professional satisfaction, combining fulfilment with administrative overload. In conclusion, the study underscores the need for more contextualized, practical, and sustainable policies and training programs that strengthen effective and humane pedagogical leadership, addressing the persistent gap between current training and real school demands.
000170939 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-17R$$9info:eu-repo/grantAgreement/ES/DGA/S57-20R$$9info:eu-repo/grantAgreement/ES/UZ/Grupo EDI-Educación y diversidad
000170939 540__ $$9info:eu-repo/semantics/openAccess$$aby-sa$$uhttps://creativecommons.org/licenses/by-sa/4.0/deed.es
000170939 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000170939 700__ $$aMairal-Llebot, María$$uUniversidad de Zaragoza
000170939 700__ $$0(orcid)0000-0003-2206-2299$$aVazquez-Toledo, Sandra$$uUniversidad de Zaragoza
000170939 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000170939 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000170939 773__ $$g15, 2 (2026), 1129 [13 pp.]$$tInternational Journal of Evaluation and Research in Education$$x2620-5440
000170939 8564_ $$s464462$$uhttps://zaguan.unizar.es/record/170939/files/texto_completo.pdf$$yVersión publicada
000170939 8564_ $$s2204719$$uhttps://zaguan.unizar.es/record/170939/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000170939 909CO $$ooai:zaguan.unizar.es:170939$$particulos$$pdriver
000170939 951__ $$a2026-04-30-13:57:30
000170939 980__ $$aARTICLE