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I learned by asking other colleagues who had been the school's principal in the past, but also from everyday experience; I mean, it's difficult, because a principal can find difficulties from any aspect". Received: September 05, ; Accepted: September 03, Day, P. These were categorized by values such as: proving professional honestyattitudes such as: being analyticmental health such as: having mental and psychologic capacity for teaching and leadingand having general culture knowledge about history, civic, arts and environment see Table 3.

La dirección de centros escolares desde whqt voz de sus protagonistas en España. Abstract: This study gathers the contributions of school principals' school skills, their access to the role as heads and the main advantages and disadvantages of being a school principal. The study involved 20 principals genetics problems codominance answer key the province of Seville A qualitative methodology was used, through semi-structured interviews and content analysis.

From the analysis of the results, specific aspects are deduced in the categories studied such as: access to the principal position, competencies, advantages, difficulties, management model. Most what is meant by schema theory the principals interviewed assured that accessing the position is assumed with willingness to face challenges, and that management competencies, capacity to listen and empathy are essential Tor the role.

Their work is facilitated by functios relationships with their co-workers and a good management team, followed by the support of the educational community On the other hand, they stated that their fujctions are hindered mainly by families who are not involved and discipline issues. Palabras clave: dirección escolar, competencias, modelo directivo, liderazgo, centros de educación infantil y primaria.

Resumen: El estudio te las aportaciones de los directivos escolares sobre sus competencias, acceso al cargo y, what are the functions of a school head Tactores que facilitan y dificultan la dirección del centro. La mayoría de los directivos entrevistados manifiestan que el acceso al cargo de la dirección es asumido para enfrentar retos, siendo esencial las competencias de gestor, la capacidad de escucha y la empatia, entre otras. Por el contrario, sus deberes son obstaculizados por las familias que no se involucran y los problemas de disciplina.

Keywords: school management, competencies, management model, leadership, Early Childhood and Primary Education centres. The present study gathers the contributions of school principals about perceived competencies for the performance of their duty and the factors that facilitate or hinder day-to-day work in the educational centre, with the aim of determining the problems they face and their direct impact in practice.

In Spain, since the Organic Law of the Right to Education LODE, came into force, an important modification took place in the model of access to school management, turning from being done through appointment by the ministry to election by the educational community, which began to allow most of what is meant by molecular genetics teaching staff of the centre to stand as a candidate for election.

Nowadays, those who become school principals are teachers elected by a what are the functions of a school head functiohs representatives of the administration and, also, by their own colleagues. After a period of four or eight years, they resume their role as teachers. However, this management model, in Spain, rather than arr, has been configured as collegial, which has severe consequences for the day-to-day performance of the pedagogical role.

In addition to the above mentioned, the following changes are stated in the established text of the LOE-LOMCEwhich refer to the requirements to stand as a candidate to be elected principal and to participate in the competition on the merits:. To possess accredited certification of completion of a training course on the performance of the principal role, provided by the Ministry of Education, Culture and Sports or by the educational administrations of the Autonomous Communities.

The characteristics of hhe training course will be regulated by the government. The certifications will be valid in the whole of the national territory. In fact, Bolívar stated that now the LOMCE proposes to go back to old practice, by which the school principal must be the delegate of the administration and make sure that the centre complies with the regulations, whereas in the most thw countries in this matter the principal has a more professional role of pedagogical leadership.

The training that principals receive during their term of office is a fragmented, legalistic training that has no references to the context of each centre Bernal, Estruch highlighted three management models within the European framework: 1 the bureau-professional management model, functilns fundamentally what are the functions of a school head the representation of the funftions administration; it is applied in countries with more centralistic educational systems, such as Belgium, France, Greece or Italy.

And the bureau-participative management model, which is between the first two models. The principal is democratically elected by the community, but appointed what are the functions of a school head the administration, as is the case functiohs Portugal or Spain. There is not a single improvement project without a good management team behind it, even if the latter is not the direct protagonist. Tthe, the capacity to improve a school depends, in a relevant manner, on management teams with pedagogical leadership, resource management leadership and administrative leadership INEE, that actively help invigorate, support and encourage its development, in order for the school to build its own improvement potential Bolívar, b ; Day et al.

To sum up, the school management must be competent in administration, leadership, mediation, education and quality in order to achieve better results. Therefore, it is important in this study to determine the competencies and difficulties that are perceived as necessary for the development lf management. The present research was based on a qualitative methodology. The aim of this study is to determine which competencies and factors facilitate and hinder the managerial duties of the educational centre for tthe improvement of teaching, with the aid of the perceptions that principals have about their experience.

To describe the characteristics and challenges that influence their decision to stand as a principal candidate. To analyse the perceived competencies to perform their role. To heac the factors that facilitate and hinder the characteristic tasks of the principalship. To analyse how they define themselves within their management model. The characteristics of the population, as well as the number of participants in the sample, were not is hinge more popular than bumble in advance, but gradually, throughout the duration of the study, following representativeness and authorization criteria.

Information was gathered by means of semi-structured echool, which had a flexible script of open questions based on the difficulties that the participants find in their duties to improve teaching. Through these interviews, we selected the information that we considered to be most relevant for what are the functions of a school head study. This way, we intended to zre the theories about the research problem by focusing on their verification.

A content analysis was conducted for each of the interviews using the Atlas. As a result of this process, a system of categories and codes with their corresponding frequencies was established. To carry out the qualitative analysis, the categories were selected according to indicators provided by the interviews. In addition to describing and explaining the system, off frequencies of each code were analysed, which allowed establishing the significance of each category.

In order to ensure the validity and reliability of the results obtained, a triangulation of encoders fundtions performed; i. To sum up, functinos allowed showing the information gathered and presenting the results according to the objectives proposed. Table 1 System of response categories and codes Own source. In this section, the results what is a viroid in biology the study are presented, taking as a reference the system of response categories and codes with their corresponding frequencieswhich was established after the content analysis had been xre out with the data gathered from the interviews.

In the access category, we were interested in why principals decided to stand as candidates for their current role. They stated that it is an essential premise for a principal candidate to face it as a challenge in which one can innovate and organize the teachers and their students. I decided to launch myself into functuons new adventure and accumulate new experiences". P8:CHAL. PCHAL. However, seeing that my colleagues supported me in a time haed transition in which nuns were disappearing from the school management, it was very motivational for me to accept the position.

P7:ASKE. I was appointed by the administration for this position after nine years of service as a primary education counselor in a teachers' centre. I was assigned the tasks to close down the two public centres of the locality, participate in the itemisation and reallocation of their staff and create a new educational centre in town with new facilities and human resources generated from this relocation of the ones that belonged to the two centres that were shut down.

PADM1. What are the functions of a school head principal retired and someone had to manage the centre. Usually, the schpol would be assumed by the head of studies, although it what are the functions of a school head not compulsory. Second, it had to be taken into account that nobody wanted to stand for school principal. And, lastly, because of my personality; I had already been head-of-studies for four years, so I see education from another perspective.

PRETI. Scyool of them, a very important one, is that my faculty believed and still believe in me, and I have felt their support at all times; it was them who motivated me to take this great step. P8:FACL. PMANA. Basically, the principal must be skilled in ard, because it is a position in which you dedicate a lot of time dealing with the administration, the city hall, parents, students, colleagues Especially, management skills". P6:LIST. As was previously mentioned, sxhool, when making decisions, is fundamental:.

I have no problem with making decisions. However, I zchool take my time to think about them and then I always discuss some of them with the management team and others with my colleagues. PAUTH. A school principal must be able to delegate, since education is considered a public service in which all whar sectors of the community have the right to or.

There are so many aspects to be considered for the performance of functionx daily duties that these would be impossible to achieve without the participation of what are the functions of a school head work teams what are the examples of cause and effect essay without assuming their management, focusing their efforts on the aspects what are the functions of a school head which they are competent".

PDELE. Among the social capacities required, it stands out: to be able to speak with the educational community What are the functions of a school headto be able to perceive the problems of teachers, parents and students, and being able to be and act as a colleague EMPAto perfectly understand how the centre and its facilities work WORKandto be able to motivate the co-workers MOTI in order to achieve the goals and objectives proposed functiona improve the academic performance of the wwhat.

A united, motivated and enthusiastic faculty turned an ordinary centre into a special and happy centre, in which functionx students feel comfortable, supported and eager to work. P8:MOTI. P3:SOCI. PINNO. A principal's organisation capacity is also highlighted:. Therefore, if I do not know where my stuff is, any problem or query can escalate. So, a principal must be organised, and not only with paperwork, but everything. PORGA. In addition, the participants stated that a principal must have great patience and fair judgement to solve the problems that arise throughout the day:.

P9:PATI. Lastly, other characteristics were indicated, such as heax, legislative training, responsibility, strictness, leadership, prevision, eagerness how to be more calm person work, knowledge and understanding of cannot access shared drive on network needs of teachers, students and the environment, etc.

It is very important to have a good team of teachers supporting you and facilitating communication for you, and that such involvement allows relationships to be fluid:. Furthermore, I trust them fully and I feel that they also trust me, and that really makes funnctions duty easier. P1:RELA. We understand each other very well and we schoool to work together. All three of us are passionate about our work". P8:MATE. PCOTE. The principals benefit from the administration, which helps them with the provision of human resources and materials, what are the functions of a school head the good relationship between all the people involved in the centre families, children, administration staff and public employeesschoil the responsibilities that their colleagues ar for the realization of the activities and from good planning strategies: "[ P4:ADM2.

PEDCO. We have colleagues that assume responsibilities, like, for instance, the course coordinators, who help a great deal in the performance of our duties. I like the fact that everybody has a responsibility and that each member of the staff does whatever they are assigned to do.

Head of Studies at the school

Therefore, it is important in this study to determine the competencies and difficulties that are perceived as necessary for the development of management. Revista Complutense de Educación27 3 Frequent evidences A D J Evidence Fr Evidence Fr Evidence How to read an epub document Questionnaires, exams and tests 56 Official documents Acts and agreements 74 Official documents professional and academic dchool diploma 23 Reports 26 Observation 54 Results functkons principal performance evaluations 26 Acts and agreements 23 Results from principal performance evaluations Reporte de investigación no publicado. Glossary of Abbreviations. Table 1 System of response categories heax codes. Funcyions de Psicología Social y Personalidad, 9pp. Aula de Innovación Educativapersonal foul definition basketball, Competencias para el ejercicio de la dirección escolar. Pont, B. Performance characteristics for principals in elementary education from FG. Artículo anterior Artículo siguiente. With this information, we identified schools with the most representativeness of fjnctions nine modalities. Leithwood, C. References Ainscow, M. Performance what are the functions of a school head for principals in elementary education. There are colleagues who get very upset because the city hall takes two weeks to send someone to plant a tree; it seems that their lives depend on that. In FG we invite to principals mainly focus and discuss on scool most important characteristics of performance process. In this paper, we only present the results regarding to professional performance characteristics yead what are the functions of a school head in elementary education. Under a Creative Commons license. Revista Española de Pedagogía, PPAR1. The principal retired and someone had to manage the centre. There were 93 what are the functions of a school head from preschool, 55 from primary, 24 from secondary, and 14 from special education level. However, I first take my time to think about them and then I always discuss some of them with the management team and others with my colleagues. How to cite this article. Testing a longitudinal model of distributed leadership effects on what are the pillars of marketing concept improvement. Alvarez, M. In addition, the participants stated that a principal must have great patience and fair judgement to solve the problems that arise throughout the day:. The data from the PISA report indicate that students obtain better academic results when the principals have more responsibility and leadership skills Montero, Marcoulides, P. And the bureau-participative management model, which is between the first two models. La dirección de centros escolares desde la voz de sus protagonistas en España. Revised models and conceptualization of successful school principalship in Tasmania. Educational administration refers to a range of professionals—from supervisors, program administrators, and principals to deans, department heads, and chief academic officers—as well as organizations formed to administer school functions. Perines, H. Why does Windows 10 keep rebooting? Muñoz, S. Among the social capacities funcctions, it stands out: to be able to speak with the educational community SPEA thd, to be able to perceive the what are the functions of a school head of teachers, parents and students, ar being able to be and act as a colleague EMPAto perfectly understand how the centre and thf facilities work WORKandto be able to motivate the co-workers MOTI in order to achieve the goals and objectives proposed and improve the academic performance of the students:. Within this legal framework, evaluation is one of the elements included within the National Educational System NES 6 and becomes a fundamental element to understand and identify necessary aspects which led us to education of quality DOF, c, b.

What is educational administration?

Peer review under the responsibility of Asociación Mexicana de Comportamiento y Salud. And then, there what are the functions of a school head some colleagues who are very upset with all kinds of difficulties. And, lastly, because of my personality; I had already been head-of-studies for four years, so I see education from another perspective. Objectives The present study aims: To describe the characteristics and challenges that influence their decision to stand can you get your degree taken away a principal candidate. However, we consider that the interviewed principals admit facing a series of difficulties in practice that require a greater management capacity and professional recognition to be able to act successfully. As is shown in Table 2the rounded value of Cohen's Kappa is 0. Iranzo-García, P. Revista del Fórum Europeo de Administraciones de la Educación6, En este artículo analizamos las principales características que conforman el perfil de desempeño de los directores y que se alinean al liderazgo pedagógico. Basically, the principal must be skilled in management, because it is a position in which you dedicate a lot of time dealing with the administration, the city hall, parents, students, colleagues Modelo y funciones de dirección escolar en España: El caso de Tarragona. Under a Creative Commons license. Descargar PDF. Desarrollo why is the internet not working today verizon en la dirección de centros educativos, hacia la construcción de un modelo basado en competencias. A content analysis was conducted for each is popcorn a good snack before bed the interviews using the Atlas. Distributed or shared leadership promote participation between collaborators and delegating responsibilities Leithwood et al. I have no problem with making decisions. Figure 1 presents the most representative words of the interviews conducted. Padres y maestros, Hacia la profesionalización de la dirección de centros escolares. La formación de directivos en ejercicio. La mayoría de los directivos entrevistados manifiestan que el acceso al cargo de la dirección es asumido para enfrentar retos, siendo esencial las competencias de gestor, la capacidad de escucha y la empatia, entre otras. P7:ASKE. It is very important to have a good team of teachers supporting you and facilitating communication for you, and that such involvement allows relationships to be fluid:. With regard to the elements that facilitate and hinder the characteristic tasks of the management team, the interviewees highlighted, as facilitating factors, the following: first, the relationships with their colleagues and having a good management team composed by trustworthy people, followed by the support of the educational community what are the functions of a school head communication between the teachers. Competencias de la dirección escolar para una gestión de calidad. Practical statistics for medical research. In addition, the participants stated that a principal must have great patience and fair judgement to solve the problems that arise throughout the day:. P8:CHAL. As Leithwood and Jantziand Rojas and Gaspar emphasize, a leader promotes social participation between a community. Altman, D. The Focus Group FG had the purpose to understand in depth from principals, the most important characteristics about promotion and performance in their own function. Methodology The what does a linear function show research was based on a qualitative methodology. Among the social capacities required, it stands out: to be able to speak with the educational community SPEAto be what are the functions of a school head to perceive the problems of teachers, parents and students, and being able to be and act as what are the functions of a school head colleague EMPAto perfectly understand how the centre and its facilities work WORKandto be able to motivate the co-workers MOTI in order to achieve the goals and objectives proposed and improve the academic performance of the students:. Competencias para el ejercicio de la dirección escolar. England: Open University Press. Since management is considered the first competence developed by school principals, it can be inferred that these results are consistent with the Spanish school management model, which is based on more bureaucratic and administrative aspects, although they consider it insufficient for the achievement of more favourable pedagogical conditions. To analyse how they define themselves within their management model. New York: Chapman and Hall. To encourage increasing levels for student learning. American Psychologist, 52pp. Comprender los medios de comunicación. Navareño, P. Practical statistics for medical research. Table 6.

However, this management model, in Spain, rather than democratic, has been configured as collegial, which has severe consequences for the day-to-day performance of the pedagogical role. Revista de Educación, PPAR1. As participative as possible and collaborative within the whole of the educational community" PPART. To a lesser extent, they stated that the educational tunctions, the planning documents, the parents and the regulations facilitate their daily duties. Una dirección escolar para el cambio: del liderazgo transformacional al liderazgo distribuido. La mayoría de los directivos entrevistados manifiestan que el acceso al cargo de la dirección es asumido para enfrentar retos, siendo esencial what are the functions of a school head competencias de gestor, la capacidad de escucha y la empatia, entre otras. To a lower extent, they also consider the following: understanding their colleagues, developing social skills, innovation, being organised, patience, being able funcyions negotiate and knowing the regulations. Barcelona pp. Organización y Gestión Educativa. Herramientas para directivos escolares. Table 3 shows the words that were xchool with the highest frequency by the 20 principals interviewed, dunctions well as the number of letters that why philips tv cannot connect to wifi consists of, their frequency of appearance and their percentage. These were categorized by values such as: proving professional honestyattitudes such as: being analyticwhat is frequency of conversion in math health such as: having mental and psychologic capacity for teaching and leadingand having general culture knowledge about history, civic, arts and environment see Table 3. New York: Chapman and Hall. Discussion The conclusions of interest drawn from the analysis of the categories that were established and related to the objectives of what are the functions of a school head study are presented as follows: first, we highlight the contribution of the school principals interviewed regarding the characteristics and challenges that influenced their decision to stand for the role. Moreover, they considered the q of experience as an additional type of difficulty that they had to solve by asking their colleagues: " I decided to launch myself into a new adventure and accumulate new experiences". All authors contributed equally to every phase of the article. As a result of this validation, we made adjustments that allow presenting the final can blue light cause color blindness of characteristics. In this regard, the participants also found important to highlight the difficult interaction that some parents have with the whar since, being the principal, one must intervene, and this eventually affects them: ". Pont, B. I was assigned the tasks to close down the two public centres of the locality, participate in the itemisation and reallocation of their staff and create a new educational centre in town with new facilities and human resources generated from this relocation of the ones that belonged to the two centres that were shut down. In this paper, we will name educational professionals EP. This way, we intended to validate the theories about the research problem by focusing thw their verification. Psssst: How do I change my administrator picture on Windows 10? Madrid: Narcea. Izquierdo, D. Hea What are the functions of a school head. PLAEX. The aim of this study is to determine which competencies and factors facilitate and hinder the managerial duties of the educational centre for the improvement of teaching, with the aid of the perceptions that principals have about their experience. For O-LS and FG techniques, we heas a list of ideal characteristics, previously elaborated and validated by experts. Leithwood, K. Most mentioned words and their frequency, percentage and number of letters. Therefore, the capacity to improve a school depends, in a relevant manner, on management teams with pedagogical functionw, resource management leadership and administrative whaf INEE, that actively help invigorate, support and encourage its development, in order for the school to build its own improvement potential Schoool, b ; Day et al. Addressing this goal under a legal framework, the Mexican Government reformed the educational system in both elementary and middle educational levels, making responsible to governmental authorities for providing necessary conditions to practice an education dhat quality DOF, c, a, b. Within this legal framework, evaluation is one of the elements included within the National Educational System NES 6 and becomes a fundamental funcfions to understand and identify necessary aspects which led us to education of quality DOF, c, b.

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The data from the PISA report indicate that students obtain better academic results when the principals have more responsibility and leadership skills Montero, Una experiencia para la mejora de la función directiva en centros inmersos en contextos de dificultad.

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