Session Information
11 ONLINE 50 A, Developing teachers' professional competence
Paper Session
MeetingID: 819 2557 7357 Code: m9sSQN
Contribution
Over the last decades, research has highlighted that leadership and, particularly, teacher’s leadership, play a critical role to improve educational quality (Gento, González-Fernández & López-Gómez, 2022; York-Barr & Duke, 2004; Wenner & Campbell, 2016). Diverse studies have established the basic characteristics that define the profile of a teacher as a pedagogical leader (Muijs & Harris, 2003; Sergiovanni, 2004; Vernon-Dotson, 2008). In this regard, Gento (2002), supported by subsequent research (Gento et al., 2015; Gónzalez-Fernández et al., 2020), proposes eight dimensions of pedagogical leadership: charismatic, emotional, anticipatory, professional, participatory, cultural, formative and administrative. These dimensions are transversal to the pedagogical leadership of principals, middle leaders and teachers (González Fernández, Khampirat, López-Gómez & Gento, 2021).
Obviously, all the dimensions mentioned are decisive for the evidence of the teacher's pedagogical leadership. However, recent research highlights the special relevance of the emotional dimension of pedagogical or educational leadership (Berkovich and Eral, 2017; Hargreaves and Fullan, 2012). Indeed, a leader should treat everyone in the educational institution or related to it with the greatest kindness, consideration, and acknowledgment, and at the same time, be mindful of each person's dignity and show esteem and appreciation to all people (Gento, 2002 ; Gento et al., 2015; González-Fernández et al., 2021).
From this perspective, the objective of this research is to explore the importance of the different attributes of the emotional dimension of the teacher's pedagogical leadership, by considering the Pedagogical Leadership Scale (PLEADS) (Gento, 2002; Gento et al., 2015; González-Fernández et al., 2021), in the context of Spain.
Method
To address the research objective, we present a quantitative, exploratory, and descriptive study. This study collected data in different regions of Spain, from 1116 participants (teachers, parents, formal leaders, etc.) who assessed the importance of emotional dimension of teacher´s pedagogical leadership. Participation was voluntary and anonymity and confidentiality were ensured. The questionnaire that was used (PLEADS) was developed by Gento et al (2015) based on theoretical background and empirical data regarding the quality of pedagogical leadership. The questionnaire consisted of eight dimensions, as shown in introduction section. Each dimension consisted of 10 items, and scoring was performed on a 1 to 9 point rating scale where “1” means or “not important” and “9” means “very important” (Gento et al., 2015; González-Fernández et al., 2016; González-Fernández et al., 2021). Within the emotional dimension, which is what this study focuses on, the following are considered as defining attributes: recognition of the dignity of people and the merits of the members of the group; personal consideration towards all of them; promotion of social recognition of the various members of the educational institution; dissemination of their successes; courteous and delicate treatment of every person; external manifestations of appreciation and esteem; protection against unjustified criticism of the various components of such an institution; attention to their needs and the promotion of their self-confidence.
Expected Outcomes
The data obtained have been analyzed using SPSS 24.0, through descriptive techniques (mean and standard deviation) and the study of significant differences (ANOVA) between the different groups (teachers, students, members of school´s directing teams and families). Cronbach's alpha (α) for the emotional dimension was .90 (excellent value according to Nunnally, 1978). From a general perspective, the attributes of the emotional dimension of leadership are highly valued. Thus, the most valued are: courteous and delicate treatment (M=8.18; sd=1.27) and recognition of personal dignity (M=8.17; sd=1.25). The least valued traits are the diffusion of members' successes (M=7.48; sd=1.48) and external manifestations of appreciation (M=7.65; sd=1.44). In general terms, the members of the school's directing team value the emotional dimension more important than the rest of the groups (family, teachers and students), while the students value the emotional dimension less importantly (compared to other participants groups). In short, the research shows the importance of the teacher's emotional dimension. Within this dimension, the importance of the courteous and delicate treatment of the teacher towards all members of the educational institution stands out, as well as the recognition of their dignity as persons.
References
Balduzzi, E. (2015). Educational leadership of the teacher in the classroom and educational personalisation. Revista Española de Pedagogía, 73 (260), 141-155. Berkovich, I., y Eyal, O. (2017). The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work: A study in Israeli primary schools. Educational Management Administration & Leadership, 45(2), 316-335. Gento, S. (2002). Instituciones educativas para la calidad total (Educational institutions of total quality). Madrid: La Muralla. Gento, 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), 193-209. https://doi.org/10.22550/REP80-1-2022-07 Gento, S., Huber, G. L., González Fernández, R., Palomares-Ruiz, A., & Orden-Gutiérrez, V. J. (2015). Promoting the quality of educational institutions by enhancing educational leadership. US-China Education Review B, 5(4), 215-232. González-Fernández, R., Khampirat, B., López-Gómez, E., & Silfa-Sención, H. O. (2020). Evidence of pedagogical leadership of principals, heads of school and teachers from a stakeholder perspective. Estudios sobre Educación, 39, 207-228. González-Fernández, R., López-Gómez, E., Khampirat, B., & Gento, S. (2021). Measuring the importance of pedagogical leadership as perceived by evaluators. Revista de Educación, 394, 39-65 López-Gómez, E., González-Fernández, R., Medina, A., & Gento, S. (2020). Proposal to promote quality of education: A view from Spain. In H. Flavian (Ed.), From Pedagogy to Quality Assurance in Education: An International Perspective (pp. 29-44). Emerald Publishing Limited. Mbawmbaw, J., Rivera, M.E., Valentín, N., Téllez, R. y Nieto, R. (2006). Dimensiones del liderazgo docente. Investigación Universitaria Multidisciplinaria, 5, 70-79. Muijs, D., & Harris, A. (2003). Teacher leadership-Improvement through empowerment. An overview of the literature. Educational management & administration, 31(4), 437-448. Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw Hill. Sergiovanni, T.J. (2004). What’s in it for Schools? Routledge. Vernon-Dotson, L.J. (2008). Promoting Inclusive Education through Teacher Leadership Teams: A School Reform Initiative. Journal of School Leadership, 18(3), 344-373. Wenner, J. A., & Campbell, T. (2016). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478 York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255-316.
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