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Multiculturalism is increasingly present in schools, especially in Melilla (Spain), where cultural diversity is one of its defining features due to its geographical location on the border between Africa and Europe. In the light of the importance of educational leaders in dealing with this diversity, this research proposes two main objectives. First, to analyze initial and ongoing training in terms of interculturality, skills, and knowledge that an educational leader must have in their position, and second, to determine the impact of COVID-19 on school management in education centers. We used a qualitative methodology with semi-structured face-to-face interviews to collect data, and content analysis as a data analysis method. The participants (school leaders) represent the six districts that comprise the city of Melilla, nine infant and primary education and six secondary education school leaders. The results reveal that the training received by educational leaders is rather limited and not very useful in practice. Moreover, the COVID-19 pandemic has increased the inequality gap between families from the schools, given that the situation exacerbated their economic status.

Increasingly, school principals face unique challenges to improve the educational quality of their schools. Given the vital role of educational leaders in this process, this study presents the case of a city with distinctive features due to its geographical location bordering Africa and Europe: Melilla, Spain. Based on a literature review and in-depth interviews with primary and secondary school principals, this study analyses the initial and continuing training, requirements, and procedures to become a school principal, as well as the motivations, skills, and knowledge required of educational leaders in principalship positions. The results reveal that the training school principals receive in educational leadership is often scarce and not very useful for addressing the realities they encounter in their schools. In addition, the interviewees highlight the multitude of administrative tasks they are required to perform, which often precludes them from engaging in pedagogical practices and exercising educational leadership.