Developing culturally responsive school leaders in Ireland and Spain. The evolving role of professional development

ABSTRACT

Recent migration patterns have had a profound impact on education systems becoming more diverse in their student body but also influencing school climate and resource provision. A multisite case study approach and semi-structured interviews with 13 principals and 17 teachers were used to identify the challenges and opportunities for culturally responsive leadership in schools in Ireland and Spain. The findings provide an overview of the complex situations faced by school leaders in both countries in terms of professional development for school leaders and teachers. At the heart of the findings is the argument that any efforts to enhance the culturally responsive capacities of school leaders will depend on the enhancement of current professional development opportunities and the creation of new ones. The data indicates that imperative applies not only to school leaders but to the school community as a whole. As with all comparative papers, there are points of similarity and points of divergence, and it is through exploring these that we can see a possible way forward for the development of school leaders in Spain, Ireland and other international contexts.

KEYWORDS:

• Culturally responsive leadership
• professional development
• migration
• student diversity
• school leadership

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

L. Sancho

Lourdes Sancho is Teaching Assistant of Research Methods and Diagnostics in Education, Department of Education, Faculty of Education Sciences and Psychology, University of Córdoba. Calle San Alberto Magno, s/n – 14071 Córdoba (Spain). She is also in her final year as a PhD student.

M. Brown

Martin Brown is Head of the School of Policy and Practice, Dublin City University Institute of Education and Co-Director of EQI.

S. Gardezi

Sarah Gardezi is a Research Assistant at the Centre for Evaluation, Quality and Inspection (EQI) Dublin City University.

J. O’Hara

Joe O'Hara is Professor of Education at the School of Policy and Practice, Dublin City University Institute of Education and Co-Director of EQI.

M. J. Rodríguez-Conde

María José Rodríguez-Conde is Professor of Research Methods and Diagnosis in Education at the University of Salamanca. She also holds the position of Vice-Rector for Quality and Undergraduate Education at the same university.