Educational leadership for improving transversal competences and academic performance: the mediator role of family accompaniment

Abstract Research into the quality of education systems is essential, as robust and effective education contributes to building societies oriented towards progress and a more sustainable future. Among the numerous elements that determine school quality, this study focuses on the role of educational leadership and family accompaniment in students’ educational development. Through a Structural Equation Model involving 1,369 families, the study analysed the relationships between educational leadership, family accompaniment, the development of transversal competences and students’ academic performance. The results indicate positive and statistically significant associations between both educational leadership and family accompaniment, on the one hand, and students’ academic performance and the development of transversal competences, on the other. A significant mediating effect of family accompaniment was also observed in the relationship between educational leadership and the two outcome variables: academic performance and transversal competences. These findings support the relevance of promoting leadership that encourages effective collaboration between families and schools, as both elements represent fundamental pillars for quality education and the improvement of education systems.