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The management of the teaching centers has acquired new challenges with the current legislation, giving the director greater responsibility. For this reason, the proper functioning and organization of the centers depends on the idiosyncrasy of the management project, since it conditions their educational project. In this study we have analyzed 34 centers in Andalusia transformed into Learning Communities (CdA) by conducting personal interviews with each director. To this end, a qualitative methodology has been followed, which allows us to describe and understand the reality that is studied by adding social and cultural aspects of the context. The Nvivo 10 program has been used to describe the relationships between the different categories according to the references obtained by the interviewees. It has been shown that the role of management has a decisive influence on the pedagogical innovation processes of these centers and the main difficulties encountered by the director throughout the entire process have been identified. On the other hand, it has been observed that the satisfaction of the latter conditions the work of the teaching staff, as well as the improvement in the relationship of the members of the educational community and their own perception of the school. In conclusion, it can be assured that the directors of CdA centers need to carry out a pedagogical, democratic and distributed leadership among all the members of the educational community in order to get the project implemented efficiently, resulting in improvements in performance and coexistence of the center.

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Los retos de la dirección escolar en los centros comunidades de aprendizaje de Andalucía/The challenges of school management in the Andalusian learning communities centers