Self-perception of the leadership in rural schools to mobilize the relationships with the community
DOI:
https://doi.org/10.12795/revistafuentes.2024.23990Keywords:
Rural school, leadership, School-community relationship, administrative direction, continuous trainingAbstract
Rural educational leadership is considered a key factor for fostering positive relationships between rural schools and their surroundings. These relationships, in turn, enrich the educational process and enhance the connection of social agents with the school. Therefore, through an exploratory study, we aim to understand whether Spanish rural educational leaders believe that their leadership style influences the type of relationships established and how this occurs. This investigation utilized a mixed questionnaire with the participation of 123 rural school administrations, along with a case study in a Rural Grouped Centre in Galicia. The findings emphasize that school administrations believe their leadership contributes to positive connections between the school and its community, and community involvement in educational centres is increasingly common. In conclusion, leadership style significantly influences school-community relationships, and a school plan that articulates and enhances these relationships and the terms in which they take place is indispensable. Furthermore, the bidirectional positive impact of these relationships is acknowledged by all key stakeholders involved.
Downloads
References
Avidov-Ungar, O. (2016). A model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching: Theory and Practice, 22(6), 653–669. https://doi.org/10.1080/13540602.2016.1158955
Badilla, I., Ramírez, A., Rizo, L. y Rojas, K. (2014). Estrategias didácticas para promover la auto-reflexión de la praxis en los procesos de formación docente. Revista Electrónica Educare, 18(2), 209-231. http://dx.doi.org/10.15359/ree.18-2.11
Becker, E. S., Waldis, M., & Staub, F. C. (2019). Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching: A field experiment. Teaching and Teacher Education, 83, 12–26. https://doi.org/10.1016/j.tate.2019.03.007
Clarke, A. (1995). Professional Development in Practicum Settings: Reflective Practice Under Scrutiny. Teaching and Teacher Education, 11(3), 243–261. https://doi.org/10.1016/0742-051X(94)00028-5
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Dewey, J. (1998). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Emerson, R. (2015). Convenience sampling, random sampling, and snowball sampling: How does sampling affect the validity of research? Journal of Visual Impairment & Blindness, 109(2), 164-168. https://doi.org/10.1177/0145482X1510900215
Farhadiba, D., & Nunuk Wulyani, A. (2020). Investigating Preservice Teachers’ Efficacy Level and Factors Influencing It. KnE Social Sciences, 40–49. https://doi.org/10.18502/kss.v4i4.6464
Flores, M. A. (2020). Preparing teachers to teach in complex settings: opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297-300. https://doi.org/10.1080/02619768.2020.1771895
Flores, M. A. & Gago, M. (2020) Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
Fox, A., Wilson, E., & Deaney, R. (2011). Beginning Teachers’ Workplace Experiences: Perceptions of and Use of Support. Vocations and Learning, 4(1), 1–24. https://doi.org/10.1007/s12186-010-9046-1
Gorichon-Gálvez, S., Pérez Lorca, A., Yañez-Pérez, M., & Roberts-Rivera, M. (2020). Supervisión y acompañamiento de prácticas profesionales. Revista Iberoamericana de Educación, 82(1), 31–50. https://doi.org/10.35362/rie8213682
Hallberg, L. R. (2006). The “core category” of grounded theory: Making constant comparisons. International Journal of Qualitative Studies on Health and Well-being, 1(3), 141-148. https://doi.org/10.1080/17482620600858399
Henry, A. (2016). Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum. Journal of Teacher Education, 67(4), 291–305. https://doi.org/10.1177/0022487116655382
Hordvik, M., Fletcher, T., Haugen, A., Engebretsen, B. & Møller, L. (2021). Using the metaphor of orchestration to make sense of facilitating teacher educator professional development, European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1946510
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1–10. https://doi.org/10.1016/j.tate.2015.08.003
Izadinia, M. (2016). Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education, 5(2). https://doi.org/10.1108/IJMCE-01-2016-0004
Kaldi, S., & Xafakos. E. (2017). Student teachers' school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246–258. https://doi.org/10.1016/j.tate.2017.05.019
Kartal, G. & Demir, Y. (2021). Observational narrative knowledging in early professional development of student teachers of English. Instructional Science, 49, 109–135. https://doi.org/10.1007/s11251-020-09532-3
Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/j.tate.2016.01.014
LaDonna, K. A., Taylor, T., & Lingard, L. (2018). Why open-ended survey questions are unlikely to support rigorous qualitative insights. Academic Medicine, 93(3), 347–349. https://doi.org/10.1097/ACM.0000000000002088
Marcelo, C. (2009). La evaluación del desarrollo profesional docente: de la cantidad a la calidad. Revista Brasileira de Formação de Professores. RBFP, 1(1), 43-71. https://bit.ly/3nB5Vgu
Martínez-Figueira, E. & Raposo-Rivas, M. (2011). Modelo tutorial implícito en el Practicum: una aproximación desde la óptica de los tutores. Revista de Docencia Universitaria, 9(2), 97-118. https://bit.ly/33FybYc
Mena, L. (2018). La muestra cualitativa en la práctica: una propuesta. Revista Eixo, 7(3), 5-15. https://doi.org/10.19123/eixo.v8i3.646
Mena-Marcos, J., García-Rodríguez, M. L., & Tillema, H. (2013). Student teacher reflective writing: What does it reveal? European Journal of Teacher Education, 36(2), 147–163. https://doi.org/10.1080/02619768.2012.713933
Nel, C., & Marais, E. (2021). Addressing the wicked problem of feedback during the teaching practicum. Perspectives in Education, 39(1), 410-426. https://doi.org/10.18820/2519593X/pie.v39.i1.25
Palomares, A., & Alarcón, M. del C. (2018). El tutor de prácticas y su influencia en la formación de profesionales en los Grados de Educación. Revista Practicum, 3(1), 34–47. https://doi.org/10.24310/RevPracticumrep.v3i1.8273
Richards, K. A. R, Hemphill, M. A. & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching, 24(7), 768–787. https://doi.org/10.1080/13540602.2018.1476337
Rodríguez, R. S., Pedrajas, A. P., & Gracia, E. P. (2019). Beliefs on the teacher professionalism and teaching models in initial teacher education. Revista Brasileira de Educação, 24, 1–24. https://doi.org/10.1590/s1413-24782019240018
Rodríguez-Gómez, D., Armengol, C., & Meneses, J. (2017). La adquisición de las competencias profesionales a través de las prácticas curriculares de la formación inicial de maestros. Revista de Educación, (376), 229–251. https://doi.org/10.4438/1988-592X-RE-2017-376-350
Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17(4), 299–315. https://doi.org/10.1080/10476210601017386
Sanz-Trigueros, F. J., & Guillén-Díaz, C. (2021). Adaptación y desarrollo profesional docente de los especialistas de la enseñanza bilingüe. Revista Fuentes, 23(1), 27–40. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11572
Saiz-Linares, Á., & Ceballos-López, N. (2020). Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores. Revista Brasileira de Educação, 25, 1–25. https://doi.org/10.1590/s1413-24782019250005
Sasaki, R., Goff, W., Dowsett, A., Parossien, D., Matthies, J., Di Iorio, C., Montey, S., Rowe, S., & Puddy, G. (2020). The Practicum Experience during Covid-19. Journal of Technology and Teacher Education, 28(2), 329–339. https://bit.ly/3pb6zmx
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Seban, D. (2015). Development of preservice identities: learning from a multigrade classroom practicum context. Journal of Education for Teaching, 41(1), 19–36. https://doi.org/10.1080/02607476.2014.992632
Son, J., & Lee, M. Y. (2020). Exploring the Relationship Between Preservice Teachers’ Conceptions of Problem Solving and Their Problem-Solving Performances. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10045-w
Stake, R. E. (2005). Investigación con estudio de casos. Morata.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE.
Theelen, H., Willems, M. van den Beemt, A. Conijin, R y den Brok, P. (2020). Virtual internships in blended environments to prepare preservice teachers. British Journal of Educational Technology, 51(1), 194-210. https://doi.org/10.1111/bjet.12760
Trujillo-Sáez, F., Fernández-Navas, M., Montes-Rodríguez, M., Segura-Robles, A., Alaminos-Romero, F.J. y Postigo-Fuentes, A.Y. (2020). Panorama de la educación en España tras la pandemia de COVID-19: la opinión de la comunidad educativa. FAD. Disponible en: https://doi.org/10.5281/zenodo-3878844
UNESCO. (2020). Apoyar a los docentes y al personal educativo en tiempos de crisis. Respuesta educativa de la UNESCO a la COVID-19. https://bit.ly/3b11V28
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Yahiji, K., Otaya, L. G., & Anwar, H. (2019). Assessment model of student field practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A reality and expectation. International Journal of Instruction, 12(1), 251–268. https://doi.org/10.29333/iji.2019.12117a
Yin, R. (1989). Case Study Research. Design and Methods. SAGE.
Yuan, R., Liu, W., & Lee, I. (2019). Confrontation, negotiation and agency: exploring the inner dynamics of student teacher. Teachers and Teaching: Theory and Practice, 25(8), 972–993. https://doi.org/10.1080/13540602.2019.1688286
Zabalza, M.A. (2017). El Practicum y las prácticas externas en la formación universitaria. Revista Practicum, 1(1), 1-23 https://doi.org/10.24310/RevPracticumrep.v1i1.8254
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Zhu, G., Mena, J. & Johson, C. (2020). Chinese student teachers’ teaching practicum experiences. International Journal of Educational Research, 103, 2-11. https://doi.org/10.1016/j.ijer.2020.101638
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Elena Abascal Obeso, Carmen Álvarez-Álvarez, Emma Fernández Gutiérrez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
Authors conserve the copyrights and cede to the journal the right for first publication, with the work registered with the attribution licence of Creative Commons, which allows third parties to use the published work as long as they mention the authorship and the first publication in this journal.
The authors may make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. include it an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
Authors are allowed and indeed recommended to publish their work on the internet (for example on institutional or personal pages) before and during the revision and publication process, because it can lead to productive exchanges and greater and faster dissemination of the published work (see The Effect of Open Access).
