The Leadership of Schools in Spain. Analysis of Regulations and Evidence

Abstract

The main purpose of this study is to analyse the evolution of the Spanish regulatory framework between 1970 and 2020, about the professionalisation of managerial roles, and to draw some conclusions concerning policies focused on school leadership. The introduction outlines the special consideration given internationally to school leadership and its role in student outcomes and school improvement. The importance of the professionalisation of managerial roles is then considered to establish the conceptual framework. This is followed by a comparative analysis of the various education laws enacted in Spain during this period. To ensure a consistent comparison, a uniform analytical framework has been employed, inspired by international practices and comprising three criteria and eight sub-criteria related to professionalisation. Empirical evidence is then examined in relation to the case of the Autonomous Community of Navarre and its anomaly concerning the professionalisation of school leadership. The discussion of both types of results highlights the weaknesses of the Spanish model. The most innovative approaches to the professionalisation of school leadership are found in the LOPEGCE and the LOCE. The study concludes with several recommendations for the future of school leadership in Spain, including the pursuit of a clear and balanced school leadership model, inspired by the modern concept of a profession and aligned with international consensus on the complexity and challenges of school leadership and its implications; the incorporation of available empirical evidence; and the recognition of progress made in other developed countries towards the increasing professionalisation of managerial roles.

Key words: Leadership. Educational establishments. Educational legislation. Educational policy. Educational management.