The role of the Physical Education teacher in school leadership: challenges and competences

Abstract

Historically, Physical Education (PE) has had an inferior status within the educational curriculum; however, some teachers have taken up leadership positions with outstanding results. This cross-sectional study analysed the perception of school principals specialised in PE on the relevance of the professional competences established by the educational administration for school leadership. For this purpose, an online survey of 76 principals with a background in PE was conducted using Google Forms, and the data were analysed using descriptive and inferential statistics based on gender, experience, educational level, socio-economic background and the stability of the teaching staff, in addition all statistical analyses were adjusted for confounding variables (age and gender). The results show that female principals specialising in PE prioritise organisation, coexistence and strategic planning, while less experienced principals focus on financial management. In disadvantaged contexts, pedagogical leadership and institutional strengthening are essential to meet the challenges of the context. In addition, the stability of the teaching staff favours innovation and staff development. In conclusion, PE-trained principals adopt a holistic approach, prioritising management, well-being and social development, demonstrating that PE not only promotes health but also values that are fundamental to the progress of educational institutions.