Management Teams from A Gender Perspective

An Analysis of Primary Schools in Catalonia

Abstract

The international literature highlights the importance of studying leadership from a gender perspective to prevent representational biases. Evidence shows that, although the teaching profession is predominantly occupied by women, they remain underrepresented in leadership positions. In this context, the objective of this research is to analyze, from a gender perspective, the composition of leadership teams in primary schools in Catalonia. The aim is to identify whether there are gender-associated differences in the exercise of leadership roles and how these may influence leadership. For this purpose, a quantitative study was conducted using an ad hoc questionnaire that analyzes leadership teams according to sociodemographic variables (position, tenure, training, type of institution, and educational level) within a comparative gender framework. The sample (n=362), a non-probabilistic stratified type, comprises 77.01% women and 22.65% men. However, the results obtained highlight an underrepresentation of women in leadership roles, with 66.9% compared to 82.7% of men in the same position. Gender differences were also found in terms of seniority, training, institutional ownership, and educational level. These findings highlight the importance of continuing to provide evidence from a gender perspective in educational leadership, promoting an inclusive approach that supports a greater presence of women in leadership roles.