Proyecto educativo y gobierno escolarde la indulgencia profesional y administrativa al compromiso con la mejora de la enseñanza

  1. Bernardo F. Báez de la Fé
  2. Leopoldo José Cabrera Rodríguez
  3. María del Mar Noda Rodríguez
  4. Francisco Gregorio Santana Armas
Revista de Sociología de la Educación-RASE

ISSN: 2605-1923

Year of publication: 2011

Volume: 4

Issue: 3

Pages: 366-388

Type: Article

More publications in: Revista de Sociología de la Educación-RASE


Cited by

  • Dialnet Metrics Cited by: 1 (24-02-2023)


  • Social Sciences: D


A research focused on elementary and secondary education in Canary Islands let us analyze educational policies’, schools’ and teachers’ change possibilities for educational improvement. The study is based on extensive survey questionnaires, focus groups and interviews with teachers, public representatives and academic experts. Our findings demonstrate serious difficulties both the initial training (experiential versus systematic and reflexive learning) and in-service teacher development (voluntary nature, inadequacy and poor effects), as severe organizational problems (extreme professional autonomy of civil servants and micropolitical struggles). Employment access and school government systems must be modified in order to prevent a strong teacher’s isolation, through options that fluctuates between managerialism (professional leadership and individual teaching career) and cooperation (personal but verifiable commitment with school elective projects). Also is necessary to diminish administrators’ bureaucratic voracity and combine seniority and teaching competence in teaching staff development.