Today’s society considered as an information society has made schools have to prepare students to face the continuous challenges of the 21st century. For this reason, there is a progressive motivation to improve educational quality from the macro and micro systems. Better education is essential to achieve productivity on a social and global level and for personal and general well-being. In this way, educational centers contribute units of improvement, change, innovation and development of the institution.
Learning is essential for social development and for this, it is essential to have information that fosters a learning context adaptable to continuous transformations and changes. Likewise, in the current context, new achievements of equality for women are opening up. In principle of equality at the legal level, there have been significant changes in the rights of women and their access to various social spheres. Among them, educational direction, an essential exercise for deep improvement from the inside. Access for women to management positions in educational organizations is an issue that has emerged recently, so that studies and bibliography on it (mainly in Spanish) are recent and scarce. For this reason, we can question whether it is possible to speak of a female leadership model, that is, if women have a peculiar style of exercising power, of exerting influence in organizations. It is one of the essential factors in the practice of equality within organizations. If this is not something common in educational organizations, the education model transmitted will not be in accordance with the approaches between women and men.
In this chapter, educational management is understood from a female leadership perspective in which both the figure of women in educational leadership and women in directive or coordinating positions are included.
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