The need of autonomy for flexible management in the fostering of school quality

ABSTRACT

This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The Programme for International Student Assessment (PISA)is a study carried out by the Organisation for Economic Co-operation and Development (OECD).

2. The present study finished before the publication of the 2018 PISA results on 3 December 2019 (https://www.oecd.org/pisa/publications/pisa-2018-results.htm), while the manuscript was in reviewing process. The OECD decided to defer the publication of the PISA 2018 reading results, both national and sub-regional, for Spain, as data show implausible student-response behavior (OECD, 2019). For this reason, authors do not include further information about current Spanish results.

3. Autonomy positive effect on student results has been highlighted in previous PISA editions (OECD, 2013, 2010, 2007, 2004). Annex 1 reports specific data for the most recent additions.

4. School autonomy is recognized at a supranational level in the United Nations regulations as it is considered a central aspect of the right to education. United Nations considers the right to education as a transversal right which combines a social dimension with the freedom of human rights. As a social right, public authorities are obliged to make it effective in four essential matters: (a) free elementary education implementation; (b) compulsory education guarantee; (c) mandate on education minimum contents; (d) nondiscriminatory policy guarantee (cf. Universal Declaration of Human Rights (Art. 26.1) and in the International Covenant on Economic, Social and Cultural Rights (Art. 13.2.). Considered as a freedom right, it means: (a) freedom of teaching or academic freedom; (b) freedom to choose a school; and (c) the right to be educated in freedom (cf. Art. 13.3. of the International Covenant on Economic, Social and Cultural Rights and in Art. 18 of the International Covenant on Civil and Political Rights).

5. Reports produced by McKinsey & Co also mention the increase of school autonomy as a priority area for action to improve educational systems (McKinsey & Co, 2012, 2010).

6. See Figure II.4.7. Index of school autonomy, school characteristics and science performance, p. 119. In this figure, ‘the index of school autonomy is calculated as the percentage of tasks for which the principal, the teachers or the school governing board have considerable responsibility’.

7. These data are given in chapter 6 of the volume, on pages 209–218.

Additional information

Notes on contributors

Carolina Ugarte

Carolina Ugarte is an Associate Professor of Schools Management at the School of Education, University of Navarra, Spain. E-Mail: [email protected] Some publications are ‘Learning to Participate: International Experiences of Service-Learning and Community Service Programs’ (with C. Naval). In Citizenship, Democracy and the University in Europe, Canada and United States (Palgrave: McMillan, 2014) and ‘Moral and Human Rights Education: the Contribution of the United Nations’ (with M. Print, C. Naval and A. Mihr). Journal of Moral Education (37 (1), 2008).

Carmen Urpí

Carmen Urpí is an Associate Professor at the School of Education, University of Navarra, Spain. E-Mail: [email protected]. Coordinator of the research group VOICES, Voices of Innovation and Creativity in Education and Society. Other related publications are ‘Family Involvement, Autonomy, and Social Competency in Homeschooling’ (with M.A. Sotés). In US-China Education Review B. Education Theory, vol. 5, nº 11, 714-723, 2015. ‘Social Values and Authority in Education’ (with Bernal, Rivas & Repáraz). In International Journal about Parents in Education, Vol. 5, No 2, 134-143, 2011.

Ana Costa-París

Ana Costa-París is an Associate Professor at the School of Education, University of Navarra, Spain. E-Mail: [email protected]. Her most recent publications are ‘Experiencias de Aprendizaje-Servicio en la Universidad de Navarra’, in Avances en Ciencias de la Educación y Desarrollo, 2015. (Granada: AEPC, 2015). ISBN: 978-84-608-7207-8; ‘Identidad musical y educación’, in ESE-Estudios sobre educación, nº 28, pp. 171-186 (Pamplona: UNAV, 2015). ISSN: 1578-7001; and ‘Moralidad del vínculo social y educación moral en Durkheim’, in Educación XX1, 16-2, pp. 115-134 (Madrid: UNED, 2013). ISSN: 1139-613X.