Liderazgo para el aprendizaje: ¿Qué tareas de los directores y directoras escolares son las que más inciden en el aprendizaje de los estudiantes?

F. Javier Murillo; Reyes Hernández-Castilla

doi:10.7203/relieve.21.1.5015

Leadership for learning: What are the principals’ tasks that most impact in the student learning?

Authors

F. Javier Murillo Autonomous University of Madrid
Reyes Hernández-Castilla Autonomous University of Madrid

DOI:

https://doi.org/10.7203/relieve.21.1.5015

Keywords:

School leadership, Task allocation, Management, Primary education

Abstract

The study of the time allocation of school principals and their effects on the performance of their students is a productive research line that has provided interesting educational information to school improvement. This study aims to determine the incidence of time allocation of school principals in the performance of their students, and to identify the factors that influence the distribution. For that purpose, special data mining of the General Diagnostic Primary Assessment held in Spain in 2009. The results show that students in schools whose principals spend more time on educational tasks get significantly better results than those who spend on administrative activities. Also gender, age and specific training for being principal, and the school ownership and size are factors than influence on time allocation.

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Author Biographies

F. Javier Murillo, Autonomous University of Madrid

Professor for the Area of Educational Research and Diagnostic Methods at Universidad Autónoma de Madrid. Coordinator for Doctoral Studies in Education at UAM. Coordinator for the research group Cambio Educativo para la Justicia Social (GICE). Former Coordinator General for Latin American Laboratory for Assessment of the Quality of Education (LLECE), of the UNESCO, and Director of Studies at the Centro de Investigación y Documentación Educativa (CIDE) of the Spanish Ministry of Education. Coordinator for Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE) [Latin American Research Network on Change and Efficiency in Schools], Director of the publications: REICE - Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación; Revista Iberoamericana de Evaluación Educativa; and Revista Internacional de Educación para la Justicia Social. Former expert consultant on Educational Research and Evaluation in several Latin American countries, and to several international agencies such as UNESCO, OECD and Convenio Andrés Bello. Postal address: Facultad de Formación de Profesorado y Educación. Universidad Autónoma de Madrid. Avenida Tomás y Valiente, 3. 28049 Madrid

Reyes Hernández-Castilla, Autonomous University of Madrid

Accredited as University Lecturer. Associate professor doctor in research and diagnostic methods in Education, Universidad Autónoma de Madrid. Co-director of the publication Revista Internacional de Educación para la Justicia Social - RIEJS. Member of the research group Cambio Educativo para la Justicia Social, http://www.gice-uam.es/ in which she coordinates the research line Docencia para la Justicia Social. Member of the research network Liderazgo y Mejora Educativa - RILME. Former coordinator of international evaluation studies such as TIMSS and IAEP. Director of studies in the company Datagrupal, dedicated to Evaluation and Research in Education (Ministry of Education and the Department of Education of the Community of Madrid, National Institute for Quality and Evaluation, within the New Technologies Programme).

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Published

2015-05-07

How to Cite

Murillo, F. J., & Hernández-Castilla, R. (2015). Leadership for learning: What are the principals’ tasks that most impact in the student learning?. RELIEVE – Electronic Journal of Educational Research and Evaluation, 21(1). https://doi.org/10.7203/relieve.21.1.5015

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Issue

Vol. 21 No. 1 (2015)

Section

Research Articles

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