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<p style="text-align: justify;">This study aims to evaluate the leadership practices of a sample of secondary school principals in the Madrid region. An attempt will be made to provide some insights into their professional profile, their performance of leadership tasks, and the different elements that define their leadership model. An online questionnaire was used to collect their opinions on the day-to-day performance of their leadership role, as well as on the factors that influence their leadership style. From a methodological point of view, a quantitative approach is used within an interpretative framework, given that the emphasis is not on the generalisation of results but on understanding how school principals operate in their particular context. Results revealed that instructional leadership in Spain is still seen as a challenging goal for principals. This is closely in line with the bureaucratic nature of the headship role in Spanish schools.</p>
<p style="text-align: justify;">This study aims to evaluate the leadership practices of a sample of secondary school principals in the Madrid region. An attempt will be made to provide some insights into their professional profile, their performance of leadership tasks, and the different elements that define their leadership model. An online questionnaire was used to collect their opinions on the day-to-day performance of their leadership role, as well as on the factors that influence their leadership style. From a methodological point of view, a quantitative approach is used within an interpretative framework, given that the emphasis is not on the generalisation of results but on understanding how school principals operate in their particular context. Results revealed that instructional leadership in Spain is still seen as a challenging goal for principals. This is closely in line with the bureaucratic nature of the headship role in Spanish schools.</p>
ResumenEl presente trabajo de investigación buscó demostrar cómo la gestión pedagógica del directivo se relaciona con el desempeño docente en el nivel secundario de la Institución Educativa Privada "Bertolt Brecht" del distrito Cercado de Lima, 2017. Es una investigación cuantitativa, con diseño correlacional de corte transversal. La muestra fue de 234 estudiantes, 49 docentes y 9 directivos a quienes se les aplicó una encuesta. La validación se realizó a partir del juicio de expertos con un resultado de 92%; además se empleó la prueba el Alfa de Cronbach dando como resultado 0,819, observándose que luego de su aplicación, los resultados tienen una excelente validez. La hipótesis alterna sostiene que existe una relación significativa entre la gestión pedagógica de directivo y el desempeño docente en el nivel secundario de la institución en estudio. Para la contrastación de hipótesis se utilizó la correlación de Pearson entre las variables: gestión pedagógica y desempeño del docente. Como el valor p = 0.000 < 0.05, se rechaza la hipótesis nula, y se acepta la hipótesis alterna. Por lo tanto ambas variables tienen una correlación directa y alcanza un nivel de 0.576 que corresponde a un nivel correlación positiva. Se concluye que a una óptima gestión pedagógica del directivo, mayores serán los niveles de desempeño de los docentes. De manera contraria, si la gestión pedagógica del directivo no es priorizada, el desempeño de los docentes será limitado y con deficiencias.Palabras clave: gestión pedagógica, desempeño docente. AbstractThis research demonstrated how the pedagogical management of the director was related to the teaching performance at the secondary level of the private educational institution "Bertolt Brecht" of the Cercado district of Lima-2017. It was a quantitative investigation, with a cross-sectional correlational design. The sample was 234 students, 49 teachers and 9 directors to whom a survey was applied. The validation was carried out based on the expert judgment with a result of 92%; in addition the Cronbach´s Alpha test was used, resulting in 0.819 observing that after its application, the results have excellent validity. The alternate hypothesis held that there is a significant relationship between the pedagogical management of the director of the director and the teaching performance at the secondary level of the Institution under study. For the hypothesis test, Pearson's correlation was used between the variables: pedagogical management and teacher performance. As the p-value = 0.000 <0.05, the null hypothesis is rejected, and the alternate hypothesis is accepted. Therefore, both variables have a direct correlation and reach a level of 0.576 that corresponds to a level of positive correlation. It is concluded that the optimal educational management of the manager, the higher the levels of teacher performance. Unlike, if the pedagogical management of the manager is not emphasized, teacher performance will be limited and with deficiencies.
En el presente artículo se recoge la visión del personal docente del Liceo Nocturno de Liberia en torno a la motivación y el papel que tiene la estructura organizacional sobre la motivación. La relevancia de este concepto radica en que es una función del proceso administrativo la generación de los mecanismos necesarios para poder producirla. La realización del artículo se desarrolla en torno a un objetivo general de investigar la percepción docente sobre la motivación que lleva a cabo la estructura administrativa en la labor docente. Y dos objetivos específicos: identificar el papel de la motivación en la labor docente que realiza la estructura organizacional y de establecer a través de cuales acciones la estructura organizacional influye en la motivación docente. Es posible concluir que la estructura influye sobre la motivación docente y que esta puede emprender otras acciones que permitan motivar a los educadores hacia una mejor práctica educativa.
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