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- Creando relatos de vida para desarrollar líderes y contextos educativosPublication . Tintoré, Mireia; Serrão Cunha, Rosário; Cabral, Ilídia; Alves, José MatiasEn los próximos años, un reto importante que se le plantea a los sistemas educativos es la formación de directores capaces de hacer frente a los problemas derivados de cada contexto. Para facilitar el desarrollo directivo, la utilización de historias de vida de directores escolares puede resultar de utilidad pues es conocida la importancia de los modelos para la formación. El objetivo de la presente investigación es mostrar el proceso de elaboración de historias de vida correspondiente a 19 directores y directoras de escuelas públicas portugueses llevado a cabo por un grupo de investigadores. Se comentan los objetivos, metodología, fases de la investigación, resultados y productos elaborados. Como resultado de la investigación, se han producido relatos de vida, historias de vida, casos, vignettes, y relaciones de buenas prácticas. Todos estos productos pueden ser utilizados en los programas de dirección y contribuir a la mejora en la formación de líderes escolares.
- Giving voice to problems faced by school leaders in PortugalPublication . Espuny, Mireia Tintoré; Cunha, Rosário Serrão; Cabral, Ilídia; Alves, José MatiasWorldwide, leadership stories are narratives of principals facing very different problems. The purpose of this study was to identify the current problems faced by Portuguese school principals, through these actors’ voice. Nineteen public school Portuguese principals participated in this study. Semi-structured interviews were conducted, transcribed, coded, and categorised using Nvivo11 Pro. The analysis revealed that Portuguese principals have the same problems as their colleagues worldwide, but there are problems specifically related to the Portuguese educational system: problems from the process of school clustering and the leader-centred system of school management of this country. A framework to analyse the emerged problems and practical recommendations are proposed for school leaders, researchers, and policymakers to improve educational leadership
- Portuguese principals’ professional development needs and preferred learning methodsPublication . Cunha, Rosário Serrão; Tintoré, Mireia; Cabral, Ilídia; Alves, José MatiasDue to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools’ improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals’ training needs from their viewpoint, particularly in Portugal. Through individual interviews (n = 19) and a questionnaire (n = 117) to principals, we collected data that enable us to understand principals’ perceptions on their training needs, focusing on learning areas, skills to be developed and learning methods. Results show considerable variability, reinforcing the relevance of tailored and contextualised approaches to professional development. Globally, principals request management skills and training opportunities that enable them to develop leadership skills (e.g., personal, interpersonal/socioemotional). Moreover, principals need training on instructional and distributed leadership practices. Collaborative and reflective methods are the ones principals prefer. Practical implications for the design of systematic professional development practices, in a lifelong perspective, are also discussed.
- A scoping review of problems and challenges faced by school leaders (2003–2019)Publication . Tintoré, Mireia; Cunha, Rosário Serrão; Cabral, Ilídia; Alves, José Joaquim MatiasThe purpose of this scoping review is to analyse the literature concerning principals’ problems and challenges, beginning in 2003 and ending in 2019. The research team conducted an extensive search to locate relevant academic literature, comprising 17 years of research, and a total of 153 documents were analysed.According to the findings,most of the documents (71%) correspond tothe last six years (2014– 2019), and most are studies from Anglo-Saxon countries (55%). The results point to eight main categories related to thecomplex nature of the job (themanagement challenge, the complexity challenge and the learning challenge), and interactions with different stakeholders (problems with educational authorities and educational policy; the staff and teaching process; the students; the families and the school community; and the society). Although the importance given to each category varies from one context to another, problems concerning the complex nature of the job andwith the educational authorities and the educational policy are the most recurrent. A significant increase in the number and complexity of problems andchallenges throughout the timeswasnoticed,whichseemstoenhancetheneedfor changes in educational policies and the careful design and implementation of leadership training programmes.