Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Educational Leadership
Code: 45445Credits: 10
| Degree programme | Type | Course |
|---|---|---|
| School Leadership for Educational Innovation | OB | 1 |
Contact lecturer
- Name :
- Maria Carme Armengol Asparo
- Email :
- carme.armengol@uab.cat
Teaching staff
- Cecilia Inés Suárez Rivarola
- Maria Merce Berengueras Pont
Group languages
You can consult this information at the end of the document.
Prerequisites
No prerequisites have been established to study this subject
Objectives
Understand the nature of managerial action, as well as the development of different leadership styles and have the instruments to develop the position
Learning outcomes
- CA03 (Manage organisational development based on the needs of the situation.) Manage organisational development based on the needs of the situation.
- CA04 (Manage educational work teams in accordance with the principle of diversity.) Manage educational work teams in accordance with the principle of diversity.
- CA05 (Actively collaborate in the construction of an organisational culture based on the values of safety, health and sustainability.) Actively collaborate in the construction of an organisational culture based on the values of safety, health and sustainability.
- KA03 (Describe the principles and models of the theories and trends in leadership in educational organisations.) Describe the principles and models of the theories and trends in leadership in educational organisations.
- SA02 (Prepare management strategies and instruments for problem solving in diverse educational contexts.) Prepare management strategies and instruments for problem solving in diverse educational contexts.
- SA03 (Use effective communication strategies and resources to transmit information to different audiences.) Use effective communication strategies and resources to transmit information to different audiences.
- SA04 (Discover the multiple factors that influence organisational, leadership, management and institutional management problems.) Discover the multiple factors that influence organisational, leadership, management and institutional management problems.
- SA05 (Generate proposals for group strategies aimed at the participation of the educational community.) Generate proposals for group strategies aimed at the participation of the educational community.
Contents
The need for the managerial function and concept of management.
The characteristic features of the managerial function.
Leadership and interconnected concepts (formal and real authority, leader qualities, communication and climate, center culture, how to lead organizational conflicts).
Importance and influence of leadership in educational institutions.
Diachronic vision of leadership and its theories: trait or attribute theories, behavioral theories, situational leadership, transformational leadership, distributed leadership.
The need for leadership and self-direction.
Motivation, satisfaction and personal preparation as key factors of leadership.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Confenrence | 4 | 0.16 | KA03, SA02, SA04 |
| Case studies, exercises and problem | 46 | 1.84 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
| Tutoring / Guidance on how to approach personal study | 5 | 0.2 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
| Reading papers and reports | 60 | 2.4 | KA03, SA02, SA04 |
| Case studies, exercises and problem | 120 | 4.8 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
| Discussion forum | 5 | 0.2 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
This is a blended study with a high percentage of autonomous and supervised work.
The subject consists of two units. Each unit lasts for 3 weeks; at this time the student must participate in the discussion forums and solve the activities that are proposed.
Individual activity reports delivered by the students, one per unit, consist of different activities defined by the teacher in charge of each unit.
At the beginning of each unit, the student receives a rubric with the evaluation criteria and the percentage of its value in the total evaluation of the unit.
The subject does not include a synthesis test.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Personal reflection regarding the learnings realized in the module and resolution of complementary activities | 10 | 2 | 0.08 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
| Preparation and development of the activities of development | 40 | 2 | 0.08 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
| Preparation and development of the activities of application | 40 | 2 | 0.08 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
| Participation and implication in the forums posed and in the sessions of follow-up of the units | 10 | 4 | 0.16 | CA03, CA04, CA05, KA03, SA02, SA03, SA04, SA05 |
The following criteria will be taken into consideration in the evaluation of the subject: the quality of the activities carried out, participation in the forums, the learning achieved, the link between the answers and professional practice and their relevance to the aims and contents of the master's degree. In addition, it is essential to show an attitude compatible with the educational profession.
This course has a mandatory in-person session; failure to attend will result in a one-point deduction from the final grade. Only in very exceptional cases and with the presentation of appropriate justification will absence from the session be permitted.
To proceed to the presentation and evaluation of the TFM, it is necessary to obtain an average in each of the subjects higher than 5 and to have passed more than 80% of the units. The work must be deposited in the Moodle classroom within the established time. The person responsible for the unit must report the result of the correction within a period not exceeding fifteen days after the delivery of the work. At the end of the units, they will be given the opportunity to recover, if necessary, the activities not passed on in each unit.
Copying or plagiarism, in any type of assessment test, constitutes a crime and will be penalized with a 0 as the grade for the subject, losing the possibility of recovering it. Work or activity will be considered to be "copied" when it reproduces all or a significant part of the work of another colleague. A work or activity will be considered to be "plagiarized" when a part of a text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html.
In this subject, the use of artificial intelligence (AI) technologies is allowed in support tasks, such as bibliographic or information searches, text correction or translations. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the result of the activity. The lack of transparency in the use of AI in this assessable activity is considered a lack of academic honesty and may lead to a partial or total penalty in the qualification of the activity, or greater sanctions in serious cases. Specific validations may be carried out to guarantee authorship and the acquisition of skills in case of suspicion of academic fraud.
To pass this subject, it is necessary to demonstrate good general communicative competence, both orally and in writing, and a good command of the language. In all activities, linguistic correction, writing and formal aspects of presentation will be considered. Students must be able to express themselves with fluency and correctness and show a high degree of understanding of academic texts. An activity may be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
The activities of this subject must be submitted at two different times. The activities of unit 4A will be submitted no later than 21/02/2027 at 23:55 Spanish time and the activities of unit 4B will be submitted no later than 14/03/2027 at 23:55 Spanish time.
If the grade of the units is insufficient, the professor responsible for the module will leave a period of 15 days so that the activities that do not reach the required level can be redone.
Students who wish to take advantage of the single assessment will be able to submit all the activities of the module on June 27, 2027, and will be able to take advantage of the same recovery system that has been arbitrated for the continuous assessment
If the assigned activities for each subject are not submitted, the subject will be considered not graded. A grade of not graded on the final evaluation report implies the exhaustion of all rights associated with enrollment in the subject.
Bibliography
BIBLIOGRAFIA ASSIGNATURA 4 (LIDERATGE) OK
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Alarcón Fernández, J. M. (2026). Liderazgo educativo: una revisión sistemática de modelos, enfoques y su contribución a la gestión escolar. Revista Cubana de Educación Superior, 45. Recuperado a partir de https://revistas.uh.cu/rces/article/view/12461 (revisió sistemàtica)
Amores, F. y Ritacco, M. (2021). Desarrollo de prácticas de “liderazgo exitoso” en la dirección escolar: Teoría fundamentada a partir del testimonio de directores escolares en Andalucía, España. Perfiles educativos, 43(174), 77-92. https://doi.org/10.22201/iisue.24486167e.2021.174.59414
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Baștea, R., Catalano, H., & Dohotaru, A. (2023). An Overview of Distributed Leadership and its Shortcomings in Educational Settings. Educatia 21 Journal, 25, 116–126. https://doi.org/10.24193/ed21.2023.25.13
Bolívar, A. (2010). El liderazgo educativo y su impacto en la mejora escolar. Revista de Investigación en Educación, 7, 22–33.
Bolívar, A., Caballero, K., y García-Gómez, S. (2024). Liderazgo pedagógico y práctica docente en entornos vulnerables: Un análisis empírico. Revista de Educación, 404, 45–72. https://doi.org/10.4438/1988-592X-RE-2024-404-002
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del Arco, I., Ramos-Pla, A., & Flores-Alarcia, Ò. (2023). Analysis of school principal training in Catalonia universities: transfer to the practice of principals. School Leadership & Management, 43(5), 546–563. https://doi.org/10.1080/13632434.2023.2232374
del Campo Ponz, Cristóbal. «La importancia del liderazgo distribuido para una escuela inclusiva». DIM: Didáctica, Innovación y Multimedia, 2021, núm. 39, https://raco.cat/index.php/DIM/article/view/388781.
Espuny, M. T., Meseguer, R. L., Martinez, D. A., & González, A. G. (2023). Percepciones de directivos escolares en centros de contextos desfavorecidos sobre el liderazgo y la organización escolar. Aula abierta, 52(1), 33-42. https://dialnet.unirioja.es/servlet/articulo?codigo=8891702
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Gairín, J., & Castro, D. (2011). El lideratge distribuït en els centres educatius de Catalunya: Una anàlisi des de la pràctica directiva. Temps d'Educació, 41, 67–85.
Gairín, J., y Castro, D. (Eds.). (2021). El liderazgo escolar en Iberoamérica: Modelos, prácticas y desafíos. Editorial Wolters Kluwer.
Galdós, J. M., y Martínez-Garrido, C. (2025). Prácticas de liderazgo escolar orientadas a la inclusión y la justicia social en educación secundaria. Revista Iberoamericana de Evaluación Educativa, 18(1), 89–107. https://doi.org/10.15366/riee2025.18.1.005
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Hargreaves, A., y Fink, D. (2008). Estrategias de liderazgo sostenible: Siete principios para garantizar la equidad y la continuidad en las escuelas. Ediciones Morata.
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López-Yáñez, J., Sánchez-Moreno, M., y Altopiedi, M. (2011). Liderazgo distribuido en los centros escolares: Más allá de la dirección. Revista de Educación, 356, 289–313.
Lusquiños, C., Tintoré, M., Leite, C., Marinho, P. y Almeida, L. (2026). Actividades y prácticas de liderazgo en la vida cotidiana de los directores de escuelas primaria. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 24(2). https://doi.org/10.15366/reice2026.24.3.003
Murillo, F. J. (2006). Una dirección escolar para el cambio: Del liderazgo transformacional al liderazgo distributivo. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 4(4e), 11–24.
Murillo, F. J., y Hernández-Castilla, R. (2014). Liderando escuelas para la justicia social: Hacia un modelo de desarrollo profesional de directores. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(5), 45–62.
Robinson, V. (2019). Liderazgo centrado en el aprendizaje: Cómo concretarlo en escuelas y liceos (M. Silva, Trad.). flippedlearning.es / Editorial CEP. (Obra original publicada en 2011).
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Vargas Rojas, H. A. (2023). Liderazgo directivo escolar: habilidades y comportamientos. Ciencia Latina: Revista Multidisciplinar, 7(6). https://doi.org/10.37811/cl_rcm.v7i6.8843 (revisió sistemàtica)
Software
It does not require of a specific software
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan | second semester | afternoon |
| (VIRT2022m) Classes virtuals (màster) | 101 | Catalan | second semester | afternoon |