School Principals in Spain: an Unstable Professional Identity

Autores/as

https://doi.org/10.17583/ijelm.2018.2110

Palabras clave:


Resumen

The article proposes an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project(ISSPP)”, where one of the three key research strands is “Principals’ identities”. It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked -at the same time- to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Second, it analyzes the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. The dimension of the principals’ identities emerges in different categories: a) Personal identity; b) Professional identity (internal perspective); c) Professional identity (external perspective); d) Social identity; e) Professionalization; [and] d) Dual identity. Finally, the results are discussed, and lines are proposed to articulate and strengthen the identity of school principals in Spain.

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Biografía del autor/a

Maximiliano Ritacco Real, Universidad de Zaragoza

Assitant Prof.

Antonio Bolívar Botía, Universidad de Granada

Catedrático de Universidad. Didáctica y Organización escolar.

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Publicado

2018-01-16

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Ritacco Real, M., & Bolívar Botía, A. (2018). School Principals in Spain: an Unstable Professional Identity. International Journal of Educational Leadership and Management, 6(1), 18–39. https://doi.org/10.17583/ijelm.2018.2110

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