Heads of educational institutions and expansion of autonomy with accountability. The mediating role of pedagogical leadership

Dirección de centros educativos y ampliación de autonomía con rendición de cuentas. El rol mediador del liderazgo pedagógico

Samuel Gento Palacios, Raúl González-Fernández and Ernesto López-Gómez

DOI: https://doi.org/10.22550/REP80-1-2022-07

This article aims to develop a critical approach to three key aspects for the prop­er functioning of schools. First of all, school management, which includes collegial struc­tures, the pedagogical leadership of the prin­cipal and the middle leadership of other ed­ucational leaders. Second, the autonomy of educational institutions, which lies between decentralisation and participation, and final­ly, accountability, as evidence of responsibili­ty on the part of educational institutions. All three are considered substantive components, mediated through pedagogical leadership, for the promotion of continuous improvement of educational institutions. Thus, school management, autonomy and accountability create a logical structure of links that could improve the quality of such institutions. Var­ious considerations that recognise the central position of pedagogical leadership in educa­tional institutions derive from this analyti­cal framework. These considerations lead to proposals capable of guiding policies aimed at improving the functioning of educational institutions in the context of the educational reform underway, towards which the LOM­LOE (Organic Law 3/2020 of 29 December, which amends Organic Law 2/2006 of 3 May on Education) seems to be heading.

 


 

Please, cite this article as follows: Gento Palacios, S., González-Fernández, R., & López-Gómez, E. (2022). Dirección de centros educativos y ampliación de autonomía con rendición de cuentas. El rol mediador del liderazgo pedagógico | Heads of educational institutions and expansion of autonomy with accountability. The mediating role of pedagogical leadership. Revista Española de Pedagogía, 80 (281), xxx-xxx. https://doi.org/10.22550/REP80-1-2022-07

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Samuel Gento Palacios. Retired Professor of Didactics and School Or­ganisation. He has an honorary doctor­ate from the University of Latvia. He was a member of the National Education School Council and Inspector of Educa­tion of de Spanish Ministry of Educa­tion. He has acted as the ‘link convenor’ and is currently ‘honorary link conven­or’ of Network 11 on “Educational Im­provement and Quality Assurance” of the EERA (European Association of Research in Education). He belongs to the consolidated research group (ForIn­terMed, UNED / Ref. 125). His research interests focus on pedagogical leader­ship, education in diversity and educa­tional quality.

 https://orcid.org/0000-0002-5847-2911

Raúl González-Fernández. Assis­tant Professor at Universidad Nacion­al de Educación a Distancia (UNED). He is ‘co-convenor’ of Network 11 on “Educational Improvement and Qual­ity Assurance” of the EERA (European Association of Research in Education). He belongs to the consolidated research group (ForInterMed, UNED / Ref.125). His research interests include educa­tional leadership, development of edu­cational institutions and early education teacher training.

 https://orcid.org/0000-0001-5683-685X

Ernesto López-Gómez. Tenure Professor of Didactics and School Organ­isation, UNED. He belongs to the con­solidated research group (ForInterMed, UNED / Ref. 125) and is ‘co-convenor’ of Network 11 on “Educational Improve­ment and Quality Assurance” of the EERA. His research interests include teacher training, university tutoring and higher education and pedagogical leadership.

 https://orcid.org/0000-0002-0679-5241

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