Beyond obstacles and problems: women principals in Spain leading change in their schools

Abstract

In Spain, the presence of women in decision‐making positions and in positions of power is not proportional to the total number of women within the field of education. Women have encountered personal and professional barriers in their advancement to the principalship; however, significant and substantive changes to school policy are revealed when examining the experiences of those who achieve principal status. This article discusses the findings from a one‐year qualitative multi‐case study of women principals’ roles in educational leadership and their creation of policy for educational change. Using in‐depth interviews, observations, and field notes, the study focused on eight women working as principals and how the school community perceived their work, which lead to change within their schools. Despite the difficulties the principals encountered, this study found the women’s experiences to be positive in several areas: school change; self‐renewal and growth; relational and social networks with faculty; students and school community; and democratic and participatory styles of leadership as successful ingredients of their work.

Acknowledgements

Funding for the research on which this paper is based was provided by the Ministry of Science and Technology of Spain.

Notes

1. Number = case number; ALM = Almeria, CAD = Cádiz, COR = Córdoba, GRA = Granada, HUE = Huelva, JAE = Jaén, MAL = Malaga, SEV = Seville; FAM = family member, MOTH = Mother, OMSC = other member of the school community, PRI = principal, PUP = pupil, TEA = teacher.