A Study of Teacher Leadership Concept in Institutional Documents in Spain

Year 2021, Volume: 6 Issue: 1, 241 - 275, 30.03.2021

Gloria Gratacós Begoña Ladrón De Guevara Pascual Inmaculada Rodrıguez

https://doi.org/10.30828/real/2021.1.8

Cited By: 7

https://izlik.org/JA77JM74HF

Abstract

Although there is interest in educational leadership in Spain, research has focused on principal leadership and little has been investigated about teacher leadership. In the context of the International Study on Teacher Leadership (ISTL), this study aims to develop understanding of the concept of teacher leadership in institutional documents in Spain and to explore and analyze the dominant values and assumptions that can be identified. The review of the documents revealed a limited understanding of the critical importance of teacher leadership. Findings identified some aspects in the teacher leadership literature reviewed such as teamwork, accountability, openness to change, reflection, and advocacy, whereas inclusiveness, risk-taking, shared vision, and stability are scarcely identified. The increasing emphasis on teacher leadership dimensions in
recent institutional documents note the need to go further with support for teachers’ secondary roles as a consequence of the required modernization of the teaching profession.

Keywords

Teacher leadership , Institutional documents , Teachers’ competencies , Content analysis , Spain

References

• Arbués, E., & Ibarrola, A. (2014). El liderazgo del profesor: requisito para la empleabilidad. Procedia - Social and Behavioral Sciences,139, 472 -478.