Catalonia is a benchmark in the regulation of the autonomy of schools as of the approval of the Educational Law (LEC) of July 16, 2009. This study analyzes the changes in the functions of the Educational Inspection in its relationship and involvement with schools and the leadership from the development of the Schools Autonomy Decree (2010). The interest is focused on investigating the Educational Inspection as one of the main ac-tors in this autonomy process.
The mixed methodology has combined quantitative and qualitative approaches and considered the region as a case study. The field study has included the application of a questionnaire with a final sample of 88 inspectors, 12 in-depth interviews and 2 discussion groups of 5 inspectors and 6 directors of schools. The quantitative study performs a descriptive analysis and the qualitative study delves into some data and looks for interpretive processes by those involved in the subject.
The results reveal the role of the Inspectorate in the entire process of implementing autonomy in schools, and as a support for school directorates. The study stated that the Inspection must evolve towards a more practical and face-to-face reality, reducing the bureaucracy and defining and selecting its tasks and functions.