Barreras en el acceso a la dirección escolar: diferencias entre profesoras y directoras de centros de Educación Infantil y Primaria

ABSTRACTThe article analyzes the barriers that hinder women access to school management in early and ele‐ mentary education. Through a several‐stages method, a sample of 622 female teachers and 206 head‐ teachers from Andalusia was selected. Data were collected through a scale named Barriers in the access to the school management, whose dimensions reflect possible barriers to career development. Results show that role-conflict and the lack of motherhood-supporting politics are the most important barriers for both teachers and head‐teachers. Also, head‐teachers responses show higher self‐esteem and social skills than teachers’.RESUMEN Se presenta una investigación que indaga en las barreras que limitan el desarrollo profesional de las docentes. Así, se han analizado los obstáculos que condicionan el acceso a la dirección escolar en la enseñanza infantil y primaria. Mediante un muestreo polietápico se ha seleccionado a 622 profesoras y 206 directoras en Andalucía y se les aplicó una escala sobre Condicionantes en el acceso a la direc- ción, cuyas dimensiones reflejan barreras en el desarrollo profesional. Los resultados muestran que, tanto directoras como maestras, perciben el conflicto de roles y la falta de políticas de apoyo a la maternidad como las barreras que más les afectan. ABSTRACT The article analyzes the barriers that hinder women access to school management in early and ele‐ mentary education. Through a several‐stages method, a sample of 622 female teachers and 206 head‐ teachers from Andalusia was selected. Data were collected through a scale named Barriers in the access to the school management, whose dimensions reflect possible barriers to career development. Results show that role-conflict and the lack of motherhood-supporting politics are the most important barriers for both teachers and head‐teachers. Also, head‐teachers responses show higher self‐esteem and social skills than teachers’