Dr. Mireia Tintoré
Universitat Internacional de Catalunya
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Academic Career Length
14Years (2013-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications12 August 2020 in Educational Management Administration & Leadership
Journal Article
Mireia Tintoré
Rosário Serrão CunhaICIlídia Cabral
Ilídia Cabral
JAJosé Matias Alves
José Matias AlvesThe purpose of this scoping review is to analyse the literature concerning principals’ problems and challenges, beginning in 2003 and ending in 2019. The research team conducted an extensive search to locate relevant academic literature, comprising 17 years of research, and a total of 153 documents were analysed. According to the findings, most of the documents (71%) correspond to the last six years (2014–2019), and most are studies from Anglo-Saxon countries (55%). The results point to eight main categories related to the complex nature of the job (the management challenge, the complexity challenge and the learning challenge), and interactions with different stakeholders (problems with educational authorities and educational policy; the staff and teaching process; the students; the families and the school community; and the society). Although the importance given to each category varies from one context to another, problems concerning the complex nature of the job and with the educational authorities and the educational policy are the most recurrent. A significant increase in the number and complexity of problems and challenges throughout the times was noticed, which seems to enhance the need for changes in educational policies and the careful design and implementation of leadership training programmes.
22 November 2021 in Heliyon
Journal Article
This article analyzes the personal leadership resources utilized by a sample of school principals in Catalonia (Spain) during the confinement and post-confinement periods due to the COVID-19 crisis. A questionnaire was designed, validated, and provided to the principals from Primary Education schools to carry out the study. The questionnaire analyzed personal leadership resources used by the principals during the confinement and post-confinement periods, compared to a former ¨normal situation¨. The data analysis results confirmed that the role of the principals was crucial in redirecting the situation and completing the academic course satisfactorily. The principals scored their leadership resources remarkably high in the former normality and maintained proactivity at a similar level during the crisis. However, other resources scored lower during the same period. As a direct result, there was a high degree of adaptation to this situation from the principals. The results indicate that principals do not lead in the same manner in times of crisis as in normal times. Age, experience, and type of school influence the results only in former normal situations but not in times of crisis.
Journal Article
Early childhood education on sustainability has been an issue of high relevance in the last decade. In Spain, many different efforts have been made to increase children’s knowledge, skills, and awareness related to sustainability issues. However, uncertainty about the effectiveness of education on sustainable development exists. This research reports on an exploratory study organized by the association that promotes aluminum packaging recycling in Spain (Arpal). Seven teachers were trained on sustainability in general and on aluminum packaging recycling in particular. These teachers defined and implemented a teaching unit with active learning activities that involved three preschools. Fifty-four children under 6 years of age, mainly 2 and 3 years old, along with their parents, participated in the teaching unit. Qualitative and quantitative methods (questionnaires, in-depth interviews, and focus groups) were carried out to assess the impact. The results proved that different partners, such as children, parents, teachers, managers, and associations, can work together with the common goal of improving education on sustainable development in early childhood, and all of them benefit from this collaboration. Moreover, this study confirmed that education on sustainability should be embedded in the daily routine of preschools. Furthermore, after the exploratory study, the teaching unit was implemented in 29 Andalusian preschools.
27 June 2022 in REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Journal Article
Mireia TintoréJSJOAQUÍN GAIRÍN SALLÁN
JOAQUÍN GAIRÍN SALLÁNLa creciente importancia del liderazgo educativo en las últimas décadas hace necesario revisar el estado de la investigación en este campo llevada a cabo en España desde 1991 hasta 2019. Después de estudiar cómo se ha posicionado la investigación española sobre liderazgo educativo desde una perspectiva internacional, se revisa la evolución de dicha literatura en España a través del método de mapeo sistemático. Se analizan tres bases de datos (Web of Science, Scopus e Índice-CSIC) y se identifican 244 artículos que cumplen las características de la búsqueda. A partir de los documentos seleccionados, se describe la evolución y distribución geográfica de los artículos, las temáticas más relevantes, y los autores, revistas, universidades y grupos de investigación que muestran mayor vitalidad en este ámbito. Se concluye señalando el vigor de la investigación sobre liderazgo educativo en España, especialmente a partir de 2012, en cuanto a cantidad y calidad de las publicaciones. No obstante, es necesario incrementar el impacto a nivel internacional y desarrollar líneas temáticas poco exploradas, como el liderazgo y los efectos socioeconómicos de la educación. Este mapeo sistemático puede servir como base para futuros estudios en España o en otros países y contribuir al conocimiento del liderazgo educativo desde una perspectiva global.
31 July 2022 in Cogent Education
Journal Article
Mireia TintoréJSJOAQUÍN GAIRÍN SALLÁN
JOAQUÍN GAIRÍN SALLÁNICIlídia Cabral
Ilídia CabralJAJosé Matias Alves
José Matias AlvesRosário Serrão CunhaAOAnatoly Oleksiyenko
Anatoly Oleksiyenko
The organisation of K-18 schools and the management function are similar in Portugal and Spain, although, in recent years, Portugal has surpassed Spain’s educational results. Based on the last international reports, this article compares the educational systems of both countries considering some variables related to the management model: (i) the general organisation of education in these stages, (ii) the characteristics of the teaching profession, including the process of recruitment and selection of teachers and principals, and (iii) the level of school autonomy and the type of management and leadership. Findings corroborated the existence of structural proximity in the governance of schools within the framework of a management model that is both centralized and participatory. However, there are differences in the permanency of educational laws, the duration of compulsory education, the grouping of schools, and the requirements to be a teacher. We conclude that the policies undertaken by Portugal to improve education (such as the extension of compulsory schooling, legislative stability, or the rethinking of the internal organization of schools) are succeeding and can serve as an example for Spain. Both countries could help principals become leaders for learning and improve their autonomy to favour changes in education.
31 January 2020 in School Leadership & Management
Journal Article
Mireia TintoréRosário Serrão CunhaICIlídia Cabral
Ilídia CabralJAJosé Matias Alves
José Matias AlvesWorldwide, leadership stories are narratives of principals facing very different problems. The purpose of this study was to identify the current problems faced by Portuguese school principals, through these actors’ voice. Nineteen public school Portuguese principals participated in this study. Semi-structured interviews were conducted, transcribed, coded, and categorised using Nvivo11 Pro. The analysis revealed that Portuguese principals have the same problems as their colleagues worldwide, but there are problems specifically related to the Portuguese educational system: problems from the process of school clustering and the leader-centred system of school management of this country. A framework to analyse the emerged problems and practical recommendations are proposed for school leaders, researchers, and policymakers to improve educational leadership.
About Me
Mireia Tintoré holds a Doctorate in Humanities and Social Sciences from the Universitat Internacional de Catalunya (UIC) which she received with Excellent Distinction. She also holds a Master in Family Education from the European Institute of Educational Sciences (EIES), a Post Grade in Women's Leadership from the Universitat Pompeu Fabra (Barcelona, Spain), and a bachelor's degree in Geography and History (specialty Contemporary History) from the Universitat de Barcelona (UB). Her doctoral thesis was related to organizational learning in universities.
She has worked as a professional educator in schools for more than 25 years serving as a teacher and assistant principal in a school, and advisor to numerous national and international schools in Spain, and in other European and Latin-American countries.
She currently works in the faculty of Education at the Universitat Internacional de Catalunya (UIC), as an educator, and researcher. Now she is the Chair of Organizational Studies and Professionalization Research Group at the Faculty of Education. She gives lessons on School Organization and Social Sciences Didactics. She is the Founder Editor of the International Journal of Educational Leadership and Management (IJELM). And she was the Director of the Post-Graduate Course in Educational Leadership and Management (PLD). Previously, she served as Vice-Dean (2008-2013) and Chair of the Educational Management and Leadership Specialty.