Prácticas del liderazgo educativo: Una mirada evolutiva e ilustrativa a partir de sus principales marcos, dimensiones e indicadores más representativos

Abstract

Diversos y múltiples estudios en esta década han destacado consistentemente, en independencia del contexto sociocultural y modalidades de organización escolar, la relevancia que posee el liderazgo en sus diversas acepciones como factor crítico del desarrollo de las instituciones educativas y sus resultados. Orientado por las interrogantes sobre cuáles son las principales prácticas de los enfoques de referencia en liderazgo escolar en estas últimas tres décadas y qué características evolutivas lo han marcado, se presenta este trabajo de revisión, que con base en el análisis de contenido, describe, ilustra y organiza sistemáticamente, por medio de tablas y figuras, una muestra significativa de dimensiones de la práctica del liderazgo con que se le ha identificado en su evolución conceptual. Como resultado de esto, se destaca que a las prácticas del liderazgo directivo individualista y jerárquicas se le han ido agregando características más participativas y colegiadas asociadas a una mayor distribución del poder en las organizaciones escolares.

Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

“…Most of the teaching staff believe that, beyond ensuring their well-being, the head of studies provides them more support to improve their professional performance. This may be due to what Maureira-Cabrera [2] pointed out, who affirms that distributed leadership can be understood as "a process of social influence based on interaction, which as attribution only of the formal power of the principal or single-person leadership" (p. 10). Likewise, distributed leadership arises as a result of generating positions that enable responsibilities to be distributed and responsibilities to be assumed on their own when a need is identified.…”

“…Leadership is one of the most valuable indicators in the context of education and the achievement of academic improvement. Previous research on leadership has focused on the profile possessed by leaders [1], in addition to the different forms leadership takes and the contexts in which it is developed [2]. Other studies have instead placed the focus on the educational organisation itself as a place in which individuals can learn and interact with their educators [3,4].…”

School Principals in Spain: Interplay of Leaders, Teachers and Context

“…They are well aware that school success cannot be achieved by a single person, but rather through a team of staff for the benefit of the students [23]. Although there is no agreement regarding the intention to assume responsibilities based on leadership by all teaching staff, there have been processes of transformation and change by a significant group of staff, being able to speak of shared leadership modalities [8]. However, we must recognize that leadership is not considered as distributed puristically, in terms of distributed leadership from other contexts [45].…”

“…More specifically to leadership, this construct has been under interpretation and modification since its irruption to the educational field. Authors such as Bush and Glover [7] and Maureira-Cabrera [8] have established a classification on leadership, highlighting the complementarity of leadership in schools. Thus, they identify the following types of leadership: managerial leadership, where the principal is an administrator who manages the school; instructional leadership, where the leader's efforts are oriented towards ensuring the required conditions to improve teaching practices; transformational leadership, that seeks the involvement and commitment of the teaching staff; moral leadership, similar to transformational leadership though stronger in values; participative leadership, related to the decision-making process; postmodern leadership, that extends beyond the school's hierarchical structures; interpersonal leadership, that focuses on collaboration and interpersonal relationships; and contingent leadership, which recognizes both the coexistence of different leadership modalities and the significance of the context.…”

Habilidades de liderazgo instruccional de directores y sus equipos de gestión de escuelas de la región del Biobío, Chile: fortalezas y desafíos

“…El concepto de liderazgo instruccional no es nuevo en el campo de la educación. Esta aproximación destaca como uno de los referentes más importantes asociado al liderazgo directivo pedagógico y curricular (Maureira, 2018;Sepúlveda & Aparicio, 2017). Durante los años 80s este enfoque de liderazgo se restringía a la definición de una concepción de funciones muy bien establecidas para los directores de escuela, visión que ha avanzado hacia una aproximación del liderazgo escolar basada en resultados de investigaciones empíricas y sustentada en la teoría (Hallinger & Wang, 2015).…”