Towards an Educational Leadership: Functions and Failures Perceived by Teachers and Management Teams

Abstract

The leader has the responsibility of creating participatory management models that demand competencies in accordance with institutional challenges. This study aims to analyze the functions, areas of action and deficiencies perceived by teachers and members of management teams in a leader’s professional performance. From a quantitative methodological approach, 251 managers and teachers of urban public schools participated in the study. The results show that current conditions do not always offer the possibility of exercising pedagogical and democratic leadership. Excess bureaucratic tasks and lack of training to perform them are mentioned.