The Leadership Role in Primary Schools in Catalonia: Analysis of the Performance of the Management Team

This thesis analyzes the performance of the leadership function carried out by the different roles within the leadership team—head of school, head of studies, and school secretary—in primary education centers in Catalonia. In a social context marked by rapid change, global interdependence, and continuous transformation driven by technology, the educational system plays a central role: preparing future generations to navigate uncertain, complex, and ever-changing environments. In this process, educational leadership emerges as a key element, both in guiding teaching and learning processes and in effectively managing school organizations. Various national and international education policies have, in recent years, recognized the importance of strengthening school leadership teams by granting them greater autonomy, professional recognition, and institutional support. Educational research has demonstrated that effective pedagogical leadership positively impacts a school’s organizational culture and student outcomes. However, significant challenges remain: the diversity of school contexts, increasing responsibilities, and growing environmental complexity demand that school leaders possess solid competencies, adaptive capacity, and strategic vision. In this context, the thesis seeks to answer four main research questions: (a) How do the different members of the leadership team perform their roles in Catalonia’s primary schools?; (b) What differences exist between the leadership role as defined by official regulations and as carried out in practice?; (c) What specific training needs do leadership team members have?; and (d) What professional development measures can be proposed to improve their performance? These questions translate into a general objective: to analyze leadership practice in Catalan primary schools, and into three specific objectives: to identify the actual functions of each leadership role, to assess their training needs, and to propose improvements based on those needs. The thesis is structured into twelve chapters grouped into seven blocks, covering research design, theoretical framework, methodology, results, and conclusions, as well as the bibliography and annexes. Methodologically, the study is framed within the interpretive paradigm and follows a sequential mixed-methods design, developed in three phases: an initial quantitative phase followed by two qualitative phases, allowing for a deep, coherent, and progressive understanding of the studied phenomenon. The study’s findings highlight the inherent complexity of current school leadership and reveal significant gaps between what is mandated by policy and what is practiced in schools. Specific and differentiated functions are identified for each leadership role, along with notable training deficiencies that hinder effective role performance. The study also emphasizes the importance of moving toward a distributed and collaborative leadership model—one that fosters teamwork, shared decision-making, and a common strategic vision, while also supporting ongoing professional development. Additionally, the research points to the need to incorporate a gender perspective in future studies on access to and consolidation in leadership roles, as well as to align training plans with the real demands of educational leadership practice. The proposed measures seek to strengthen both the specific preparation and the continuous professional development of each role, promoting internal cohesion within leadership teams and a culture of continuous improvement. In conclusion, this thesis provides a solid empirical and conceptual foundation for rethinking leadership policies and practices in primary education, emphasizing its importance as a driving force for transformation in schools that must be prepared to lead, innovate, and respond effectively to the challenges of both the present and the future.