1 September 2017
This study aims to raise awareness of the need for headteachers to be able to practice school leadership, especially in schools in underprivileged areas. A mixed methodology approach was used, including a survey of a sample of 282 teachers and interviews with 14 headteachers from disadvantaged schools in western Andalusia. Most of the headteachers interviewed display good school leadership, but there is still a tendency towards so-called academic freedom and individualism in teaching practice. The age of the teachers and their length of experience influence headteachers’ supervision of teaching. Headteachers should be given greater powers and specific continuous training should be provided for those in charge of disadvantaged schools to enable them to implement collaborative culture.
Cite this article as: Llorent-Bedmar, V., Cobano-Delgado, V., & Navarro-Granados, M. (2017). Liderazgo Pedagógico y dirección escolar en contextos desfavorecidos | School leadership and school management in underprivileged areas. Revista Española de Pedagogía, 75 (268), 541-564. doi: https://doi.org/10.22550/REP75-3-2017-04