Directive leadership has acquired special importance and difficulty as a consequence of the complexity and autonomy of educational centres in recent years. Therefore, the Spanish Ministry of Education and Science decided in 2001 to value leadership more than the EFQM Excellence Model, assigning leadership percentages from 10% to 12%.
This study, based on the thoughts and aims of Spanish principals, delves into the structure of this model, analysing the influence of leadership on the rest of enabler criteria. Thus, it presents a complementary way to evaluate leadership, envisaging the different dimensions in which principals carry out their work.
Key Words: Leadership, educative quality, school direction, school management.
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Nº 237, mayo-agosto 2007 
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