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- 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
- School leadership practices of Portuguese principals: matching perceptions of principals and teachersPublication . Cabral, Ilídia; Silva, Maria da Conceição Andrade; Cunha, Rosário Serrão; Alves, José MatiasThis paper presents a study on teachers' and principals' perceptions of school leadership practices in Portuguese schools. Using the Multifactor Leadership Questionnaire, perceptions about transformational, transactional and laissez-faire leadership practices and its consequences on leadership outcomes (followers' extra-effort, leaders' effectiveness and followers' satisfaction with leader) were collected from representative samples of Portuguese teachers (N = 21,082) and principals (N = 122). Results point to differences in the perceptions on leadership practices between principals and teachers: teachers tended to rate principals lower than the latter rate themselves in all transformational and transactional dimensions of leadership; most teachers did not perceive a dominant leadership style in their principals, whereas most principals see themselves as predominantly transformational. Also, for teachers, leadership practices have a higher impact on leadership outcomes than for principals. These results and their practical implications are discussed in the last sections of the paper.
- 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.