Self-perception of the leadership in rural schools to mobilize the relationships with the community

Rural educational leadership is considered a key factor for fostering positive relationships between rural schools and their surroundings. These relationships, in turn, enrich the educational process and enhance the connection of social agents with the school. Therefore, through an exploratory study, we aim to understand whether Spanish rural educational leaders believe that their leadership style influences the type of relationships established and how this occurs. This investigation utilized a mixed questionnaire with the participation of 123 rural school administrations, along with a case study in a Rural Grouped Centre in Galicia. The findings emphasize that school administrations believe their leadership contributes to positive connections between the school and its community, and community involvement in educational centres is increasingly common. In conclusion, leadership style significantly influences school -community relationships, and a school plan that articulates and enhances these relationships and the terms in which they take place is indispensable. Furthermore, the bidirectional positive impact of these relationships is acknowledged by all key stakeholders involved.