The purpose of this systematic review was to further our understanding of educational leadership and management (EDLM) knowledge production in Latin America. We conducted a “topographical review” of 48 articles from Latin America published in eight “core” EDLM journals published between 1991 and 2017. Data analysis focused on analyzing identified modal trends as well as highlighting variability in patterns of knowledge production. Notably, 75% of the studies had been published in the past 10 years, and 56% in the past five years. Geographic coverage was highly uneven across Latin America. While there were 19 articles from Chile, numerous Latin American societies were unrepresented in the database. Almost 80% of the corpus consisted of empirical studies and topical foci were highly diverse. Comparison of these results with findings reported in recent reviews of EDLM research from other developing societies yielded recommendations for enhancing research capacity and output in Latin America. A key limitation of the review was its exclusion of local language sources. This led to the further recommendation for Latin American scholars to undertake broader multi-language reviews of the EDLM knowledge base in Latin America.
ResumenEn los últimos 26 años se han implementado en Chile numerosas reformas educativas con el objetivo de mejorar la equidad y calidad del sistema. Los directivos escolares, como actores y protagonistas de estas reformas, han desarrollado su propia visión sobre estos fenómenos sociales y sus efectos en las organizaciones escolares, por ello el presente estudio tiene por objetivo analizar tres políticas públicas educativas a través de la experiencia de directivos docentes senior -utilizando una exploración autoetnográfica que se inscribe en el paradigma cualitativo. Los resultados indican que los directivos docentes vivencian las políticas públicas con temor y sensación de inseguridad percibida desde una posición solitaria. La relevancia de este estudio se enmarca en la oportunidad de situar a los individuos, desde una perspectiva emocional, en un contexto sociocultural específico.Palabras clave: Autoetnografía, directores escolares, desarrollo profesional docente, reformas educativas. AbstractIn the last 26 years, many educational reforms have been introduced in Chile with the aim of improving equity and quality in the system. School principals, as both actors and protagonists of these reforms, have developed their own vision of these social phenomena and their effects on educational organizations. It is on this basis that this study seeks to analyze three public policies in education through the experience of senior school principals, using an autoethnographic exploration that is part of a qualitative paradigm. Results show that school principals face these public policies with feelings of fear and uncertainty, and a perceived sense of isolation. The relevance of this study resides in the opportunity to position individuals, from an emotional perspective, in a specific sociocultural context.
In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile's Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.
Las personas directores son una pieza clave en la mejora escolar, especialmente en escuelas categorizadas como insuficientes por los sistemas de inspección de desempeño. Este estudio utiliza un enfoque exploratorio y cualitativo, cuyo objetivo es describir las percepciones de los directores que lideran las escuelas “más críticas” en la región de Valparaíso, Chile. Para ello, de acuerdo con la metodología cualitativa se realizaron entrevistas en profundidad con siete personas directoras de establecimientos escolares, con el fin de describir las razones por las cuales consideran que sus escuelas se encuentran en una situación de deterioro. Se concluye que las personas directoras de este estudio reportan que la situación de deterioro crónico se explica de manera multifactorial. Estos factores pueden ser agrupados en cinco categorías: (1) nivel socioeconómico de estudiantes y sus familias, (2) alta rotativa directiva, (3) calidad de las prácticas pedagógicas, (4) compromiso docente y (5) características idiosincráticas del sistema educacional chileno. Se presentan recomendaciones para la política pública nacional sobre cómo brindar apoyo profesional a los líderes que tienen la tarea de dirigir en la complejidad.
En medio de la incertidumbre provocada por la pandemia experimentada en el año 2020, los directores han tenido que liderar sus escuelas. Pese a ello se plantean ciertas certezas sobre el liderazgo en tiempos turbulentos. Entre ellas se cuentan; la relevancia de comprender la naturaleza cambiante del contexto, la adaptabilidad del líder; el fomento de las prácticas de liderazgo distribuido, desarrollar la flexibilidad y cuidar el bienestar socioemocional personal y de la comunidad.
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