Formación de líderes educativos inspiradores: estrategias integrales para un desarrollo multidimensional del liderazgo
DOI:
https://doi.org/10.71068/gp000042Palabras clave:
liderazgo educativo, formación integral, desarrollo profesional, liderazgo pedagógico, liderazgo colaborativo, innovación educativaResumen
El liderazgo educativo contemporáneo demanda capacidades personales, socioemocionales, comunicativas, pedagógicas, colaborativas y estratégicas que superan la administración de recursos. El objetivo de este estudio fue evaluar la contribución de estrategias integrales de formación al desarrollo multidimensional del liderazgo en directivos y docentes con responsabilidades de conducción. Se aplicó un enfoque cuantitativo, con diseño cuasiexperimental pretest-postest y grupo de comparación, en una muestra de 120 participantes, distribuidos equitativamente entre intervención y comparación. El instrumento estuvo compuesto por 12 ítems con escala Likert de cinco puntos. La consistencia interna fue elevada (α = 0,896) y la validez de contenido, estimada mediante V de Aiken, osciló entre 0,90 y 0,96. En la medición inicial no se identificaron diferencias estadísticamente significativas entre grupos (p = 0,415). En el postest, el grupo de intervención obtuvo M = 70,03 (DE = 9,09), frente a M = 61,40 (DE = 9,19) en comparación; el contraste produjo t de Welch = 5,172, p < 0,001 y d = 0,944. La ganancia media fue de 9,93 puntos en intervención y 2,50 en comparación, con t = 7,932, p < 0,001 y d = 1,448. Los hallazgos muestran una diferencia consistente asociada con la formación integral y respaldan su utilidad para fortalecer el liderazgo educativo. Sin embargo, la ausencia de asignación aleatoria exige cautela al establecer relaciones causales y recomienda futuras evaluaciones longitudinales.
Referencias
1. Shen J, Ma X, Mansberger N, Wu H, Palmer LAB, Poppink S, Reeves PL. The relationship between growth in principal leadership and growth in school performance: The teacher perspective. Studies in Educational Evaluation. 2021;70:101023. https://doi.org/10.1016/j.stueduc.2021.101023.
2. Sezer, Ş., & Uzun, T. (2020). The relationship between school principals’ social-emotional education leadership and teachers’ organizational trust and job performance. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2020.1849812
3. Heenan IW, De Paor D, Lafferty N, Mannix McNamara P. The impact of transformational school leadership on school staff and school culture in primary schools—A systematic review of international literature. Societies. 2023;13(6):133. https://doi.org/10.3390/soc13060133.
4. Brauckmann, S., Pashiardis, P., & Ärlestig, H. (2020). Bringing context and educational leadership together: Fostering the professional development of school principals. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1747105
5. Pashmforoosh R, Irby BJ, Lara-Alecio R, Tong F. Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities. Frontiers in Education. 2023;8:1168734. https://doi.org/10.3389/feduc.2023.1168734.
6. Toprak, M., Karakus, M., & Chen, J. (2023). Transformational school leadership: A systematic review of research in a centralized education system. Journal of Educational Administration. https://doi.org/10.1108/JEA-10-2022-0185
7. Estrella Romero VA. Promoviendo una educación universitaria orientada a la formación de una ciudadanía digital crítica y comprometidas. Sapiens EduTech Journal. 2023;1(1):1-17. https://doi.org/10.71068/9f9p6011.
8. Quispe Herrera LD. Brechas digitales y exclusión educativa: análisis de la competencia digital en una escuela primaria vulnerable. Sapiens EduTech Journal. 2023;1(1):1-13. https://doi.org/10.71068/tkq26w73.
9. Gümüş S, Kılınç AÇ, Bellibaş MŞ. The relationship between teacher leadership capacity at school and teacher self-efficacy: The mediating role of teacher professional learning. School Leadership & Management. 2022;42(5):478-497. https://doi.org/10.1080/13632434.2022.2123791.
10. Xie Z, Wu R, Liu H, Liu J. How does teacher-perceived principal leadership affect teacher self-efficacy between different teaching experiences through collaboration in China? A multilevel structural equation model analysis based on threshold. Frontiers in Psychology. 2022;13:933838. https://doi.org/10.3389/fpsyg.2022.933838.
11. Patuawa JM, Sinnema C, Robinson V, Zhu T. Addressing inequity and underachievement: Intervening to improve middle leaders’ problem-solving conversations. Journal of Educational Change. 2023;24:661-697. https://doi.org/10.1007/s10833-022-09449-3.
12. Mincu M. Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts. Prospects. 2022;52:231-242. https://doi.org/10.1007/s11125-022-09625-6.
13. Wu H, Shen J. The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review. 2021;35:100423. https://doi.org/10.1016/j.edurev.2021.100423.
14. Mifsud D. A systematic review of school distributed leadership: Exploring research purposes, concepts and approaches in the field between 2010 and 2022. Journal of Educational Administration and History. 2023;56(2):154-179. https://doi.org/10.1080/00220620.2022.2158181.
15. Izidoro C. Nuevas ecologías del aprendizaje: implicaciones para el diseño pedagógico actual. Sapiens EduTech Journal. 2023;1(1):1-18. https://doi.org/10.71068/e3htr253.
16. Tipula Quispe N. Reduciendo la brecha digital desde la universidad: una experiencia de Aprendizaje-Servicio con personas mayores. Sapiens EduTech Journal. 2023;1(1):1-16. https://doi.org/10.71068/ej3xt877.
17. Sahlin S. Teachers making sense of principals’ leadership in collaboration within and beyond school. Scandinavian Journal of Educational Research. 2023;67(5):754-774. https://doi.org/10.1080/00313831.2022.2043429.
18. Leithwood K. A review of evidence about equitable school leadership. Education Sciences. 2021;11(8):377. https://doi.org/10.3390/educsci11080377.
19. Chen, S., & Rong, J. (2023). The moderating role of teacher collegiality in the relationship between instructional leadership and teacher self-efficacy. SAGE Open. https://doi.org/10.1177/21582440231217884
20. King Smith A, Watkins KE. From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders. European Journal of Education. 2020;55(1):58-75. https://doi.org/10.1111/ejed.12382.
21. Li L, Liu Y. An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education. 2022;42(4):661-678. https://doi.org/10.1080/02188791.2020.1806036.
22. Meyer A, Hartung-Beck V, Gronostaj A, Krüger S, Richter D. How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives. Journal of Educational Change. 2023;24:425-455. https://doi.org/10.1007/s10833-022-09451-9.
23. OECD. (2020). Education at a glance 2020: OECD indicators. OECD Publishing. https://doi.org/10.1787/69096873-en
24. OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
25. OECD. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. https://doi.org/10.1787/3197152b-en
26. OECD. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en
27. Stosich EL. Central office leadership for instructional improvement: Developing collaborative leadership among principals and instructional leadership team members. Teachers College Record. 2020;122(9):1-42. https://doi.org/10.1177/016146812012200908.
28. UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO. van Schaik, P., Volman, M., Admiraal, W., & Schenke, W. (2020). Fostering collaborative teacher learning: A typology of school leadership. European Journal of Education, 55(2), 217–232. https://doi.org/10.1111/ejed.12391
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 Katiuska Adelaida Bastidas González (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
