Cycle coordinators leading teachers: Study of middle leadership practices in primary education

Abstract

The present study analyzes the middle leadership practices exercised by cycle coordinators in Primary Education in Catalonia. Middle leadership is understood as a leadership model exercised by teachers on their peers, in association with education management. However, it has not been studied in specific contexts within the Catalan education system. A quantitative, descriptive, and exploratory approach was used, through the application of an adapted questionnaire by Highfield given to 414 cycle coordinators in Primary Education in Catalonia. The instrument evaluated four dimensions of middle leadership: Goals and Expectations, Managing Resources, Focus of Teaching and Learning, and Collaborative Work. Statistical analyses were performed to identify correlations and differential effects according to the sociodemographic variables. Cycle coordinators recognized their leadership role in all the dimensions evaluated. A significant relationship was identified between experience and collaborative work, as well as a positive association between leadership training and all the dimensions. No significant differences were found with respect to gender or type of center. The study confirms the role of cycle coordinators as middle leaders, and establishes 34 habitual practices. The study highlights the need for specific training to improve their effectiveness in school organization and in fostering teachers’ professional development.