RT Journal Article
T1 Spanish principals: Motives for accession and difficulties in enacting the role
A1 García Rodríguez, María Pilar
A1 Carmona Márquez, José
A1 Fernández Serrat, María Luisa
A1 Teixidó Saballs, Joan
AB This work explores the relationships between principals’ motivations for entering the principalshipand the difficulties they experienced during their first year as principals. Survey data were collectedfrom a sample of 2042 Spanish principals. They answered a questionnaire assessing intrinsicand extrinsic motivations, difficulties experienced when doing instructional, informational, andadministrative tasks, and other personal and contextual characteristics. The scales developed tomeasure motivations and difficulties displayed adequate psychometric properties. The resultsshowed the preponderance of intrinsic motivations. Administrative mundane tasks were perceivedas the most difficult ones. We also found that non-administrative instructional tasks were moredifficult for those principals who were more extrinsically motivated. Some gender differences wereobserved in motivations and difficulties. Women placed lower value on extrinsic motivations thanmen. Furthermore, while the difficulty of administrative tasks in their first year as principal wasplaced higher by women than men, those tasks that are more relationship-oriented (i.e. informativeand instructional tasks) were rated as more difficult by men than women. Although internalincentives and administrative overload characterize most of the public Spanish principals, somefindings pointed to the possibility of other profiles of principals that should be investigated infurther studies. Implications for the design of principalship training are also discussed.
PB SAGE
SN 1741-1432
SN 1741-1440 (electrónico)
YR 2020
FD 2020-01
LK https://hdl.handle.net/10272/23078
UL https://hdl.handle.net/10272/23078
LA eng
NO García-Rodríguez, M. P., Carmona, J., Fernández-Serrat, M. L., & Teixidó-Saballs, J. (2018). Spanish principals: Motives for accession and difficulties in enacting the role. In Educational Management Administration & Leadership (Vol. 48, Issue 1, pp. 45–63). SAGE Publications. https://doi.org/10.1177/1741143218781071
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026