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Gender Differences in School Leadership: Collaborative and Task-Oriented Styles of Principals in Andalusia, Spain

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Title: Gender Differences in School Leadership: Collaborative and Task-Oriented Styles of Principals in Andalusia, Spain
Language: English
Authors: Francisco Javier Gil-Espinosa (ORCID 0000-0002-8845-4060), Iván López-Fernández (ORCID 0000-0003-0632-3532), José Daniel Jiménez-García (ORCID 0000-0002-4219-3993), Cristina Cadenas-Sanchez (ORCID 0000-0002-4513-9108)
Source: Educational Management Administration & Leadership. 2026 54(2):407-428.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Gender Differences, Leadership Styles, Principals, Cultural Influences, Participative Decision Making, Transformational Leadership, Administrator Role, Administrator Qualifications, Foreign Countries, Leadership Qualities
Geographic Terms: Spain
DOI: 10.1177/17411432241267873
ISSN: 1741-1432
1741-1440
Abstract: School leadership plays an integral role in meeting educational quality standards. In recent years, the interplay between gender and leadership has emerged as a contentious subject of discussion. This study delves into how the gender of school principals influences their perception and administration of designated professional competencies. Engaging 470 school leaders from state-owned schools from Spain (Andalusia), this analysis uncovers notable distinctions in the leadership styles and approaches employed by male and female principals, underscoring the significance of acknowledging the cultural and societal backdrop. Our findings indicate a pronounced appreciation for competencies linked with collaborative and transformational leadership among female principals. This observation underscores the imperative for the development of inclusive educational policies that recognize and leverage gender diversity as a pivotal resource for augmenting leadership in educational settings. The study accentuates the essential need for the establishment of educational strategies and policies that not only discern gender differences but also valorize them, enhancing the caliber of leadership across educational frameworks.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499466
Database: ERIC
FullText Text:
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  Data: Gender Differences in School Leadership: Collaborative and Task-Oriented Styles of Principals in Andalusia, Spain
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  Data: <searchLink fieldCode="AR" term="%22Francisco+Javier+Gil-Espinosa%22">Francisco Javier Gil-Espinosa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8845-4060">0000-0002-8845-4060</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iván+López-Fernández%22">Iván López-Fernández</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0632-3532">0000-0003-0632-3532</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+Daniel+Jiménez-García%22">José Daniel Jiménez-García</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4219-3993">0000-0002-4219-3993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cristina+Cadenas-Sanchez%22">Cristina Cadenas-Sanchez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4513-9108">0000-0002-4513-9108</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2026 54(2):407-428.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Qualifications%22">Administrator Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Qualities%22">Leadership Qualities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1177/17411432241267873
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  Data: 1741-1432<br />1741-1440
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  Data: School leadership plays an integral role in meeting educational quality standards. In recent years, the interplay between gender and leadership has emerged as a contentious subject of discussion. This study delves into how the gender of school principals influences their perception and administration of designated professional competencies. Engaging 470 school leaders from state-owned schools from Spain (Andalusia), this analysis uncovers notable distinctions in the leadership styles and approaches employed by male and female principals, underscoring the significance of acknowledging the cultural and societal backdrop. Our findings indicate a pronounced appreciation for competencies linked with collaborative and transformational leadership among female principals. This observation underscores the imperative for the development of inclusive educational policies that recognize and leverage gender diversity as a pivotal resource for augmenting leadership in educational settings. The study accentuates the essential need for the establishment of educational strategies and policies that not only discern gender differences but also valorize them, enhancing the caliber of leadership across educational frameworks.
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