International Successful School Principalship Project (ISSPP)

The ISSPP is the largest and most sustained network on research on successful school principalship.

It began in 2001 with a meeting called by its founder and current co-ordinator, Professor Christopher Day at the University of Nottingham in the United Kingdom. Representatives from eight nations agreed to create a range of case studies that would examine successful school principalships in Australia, Canada, China, Denmark, England, Norway, Sweden and the United States. The network now involves fourteen countries in active research and continues to grow.
The origin and methodology of the ISSPP lay in an earlier study of English schools (Day, Harris, Hadfield, Tolley & Beresford 2000) that included: (1) data collected from multiple perspectives, i.e., head teachers, deputy heads, governors, parents, students, support staff and teachers; (2) comparisons of effective leadership in diverse contexts ranging from small primary schools to large urban secondary schools; and (3) the identification of personal qualities and professional competencies generic to effective school leaders.

Strand 1: Successful school principals

  • School principals of primary and secondary schools
  • Principals in schools located in areas of high social and economic disadvantage
  • Principals who sustain success

Strand 2: Principals of schools which under-perform

  • Principals in visible and invisible under-performing schools

Strand 3: Principal identities

  • Principal identities

Some of the publications are:

  • Moral, C., Higueras-Rodríguez, L., Martín-Romera, A., Martínez-Valdivia, E. y Morales-Ocaña, A. (2019) Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts, International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2018.1562100
  • Torres-Arcadia, C., Murakami, E. T., & Moral, C. (2019). Leadership for Social Justice: Intercultural Studies in Mexico, United States of America, and Spain. In Cultures of Social Justice Leadership (pp. 147-168). Palgrave Macmillan, Cham.
  • Bolívar, A. y Domingo, J. (2018). Liderazgo inclusivo en contextos desafiantes. Estudio de casos en educación secundaria. En J. C. Torrego y C. Monge (Coords.), Inclusión educativa y aprendizaje cooperativo (pp. 99-124). Madrid: Sïntesis
  • Moral, C. (2018). A Comparative Study of the Professional Identity of Two Secondary School Principals in Disadvantaged Contexts, Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2018.1513152
  • Moral, C., García-Garníca, M. y Martínez-Valdivia, E. (2018). Leading for social justice in challenging school contexts. International Journal of Leadership in Education, 21(5), 560-579. https://doi.org/10.1080/13603124.2016.1274784
  • Moral, C., Martín-Romera, A., Martínez-Valdivia, E. y Olmo-Extremera, M. (2018). Successful secondary school principalship in disadvantaged contexts from a leadership for learning perspective. School Leadership & Management, 38(1), 32-52. DOI: 10.1080/13632434.2017.1358161
  • Ritacco, M. y Bolívar, A. (2018). School principals in Spain: An unstable professional identity. IJELM-Internaciontal Journal of Educational Leadership and Management, 6(1), 18-39.
  • Hernández-Castilla, R., Murillo, F. J. e Hidalgo, N. (2017). Lecciones aprendidas del estudio del liderazgo escolar exitoso. Los casos de España en el Proyecto Internacional ISSPP. Revista de Investigación Educativa, 35 (2), 499-518. http://dx.doi.org/10.6018/rie.35.2.279241
  • Moral, C., García-Garnica, M. y Martínez-Valdivia, E. (2017). Leading for social justice in challenging school contexts, International Journal of Leadership in Education, doi:10.1080/13603124.2016.1274784
  • Morales-Ocaña, A., Higueras-Rodríguez, M. L., Martin-Romera, A. y Domingo, J. (2017). Successful Scholar Leadership at Challenging Secondary Schools: An Inclusive Perspective. International Journal of Diversity in Education, 17(4), 1-18.
    https://doi.org/10.18848/2327-0020/CGP/v17i04/1-18
  • Torres Guadix, S. (2017). Dirección para el éxito en contextos desafiantes (Trabajo Fin de Máster). Universidad de Granada. Dirección: Jesús Domingo Segovia
  • Moral, C., Amores, J. y Ritacco, M. (2016). Liderazgo distribuido y capacidad de mejora en centros de educación secundaria. Revista de Estudios sobre Educación, 30, 115-143.
  • Ritacco, M. y Bolívar, A. (2016). Impacto del modelo español de dirección escolar en la identidad profesional los líderes escolares. Archivos Analíticos de Políticas Educativas, 24(119).
  • García-Garnica, M. y Moral, C. (2015). El estudio de un liderazgo enfocado a la mejora, el compromiso y la justicia social:
    La experiencia de un centro de educación secundaria de Granada (España). RIEE. Revista Iberoamericana de Evaluación Educativa 8(2), 149-170
  • Domingo, J. y Ritacco, M. (2015). Aporte del Departamento de Orientación al desarrollo del liderazgo pedagógico: un estudio desde la opinión de directores de Institutos de Enseñanza Secundaria en Andalucía. Educar em Revista, 58, 199-218. https://doi.org/10.1590/0104-4060.43547

Leave a Reply

Your e-mail address will not be published. Required fields are marked *