Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Abstract

The attitudes, beliefs, and knowledge of primary and secondary school principals in Spain regarding active learning methodologies were investigated. To this purpose, a questionnaire, which may be used by an international audience, was designed to measure these factors. Validation and reliability assessments and exploratory and confirmatory factor analysis were carried out. Study participants included 24 experts from European universities and 408 principals from Spain. Results were analyzed according to the principals' years of experience, sex, region, school ownership (public vs. private), and school educational stage (primary vs. secondary). Study findings indicate that principals in Spain possess significant knowledge and positive attitudes and beliefs regarding active learning methodologies. Primary school principals, as well as principals with between four and eight years of experience, showed stronger beliefs and greater knowledge than their peers. The educational stage of the school and years of experience of the principal combined acted as moderators for beliefs and knowledge. A strong correlation was found between attitudes about and knowledge of active learning methodologies. It can be concluded that, although attitudes are strongly related to knowledge, beliefs are independent of both, and, as in other areas of the managerial function, they are rarely influenced by other factors. These factors do not depend on the sex of the principal who exercises the managerial function or on the region in which he/she works. However, the educational stage of students in the institution, the ownership of the school, and the years of experience may significantly influence principals' knowledge and attitudes.