Habilidades de liderazgo instruccional de directores y sus equipos de gestión de escuelas de la región del Biobío, Chile: fortalezas y desafíos
Supporting Agencies
- Dirección de Investigación
- Universidad Católica de la Santísima Concepción
Abstract
This research describes leadership skills from an instructional approach of school principals, management team and teachers of educational organizations from the Biobío region, Chile. A sample of 64 members of the school management team and 424 teachers were surveyed using the PIMRS instrument. The data analysis showed no significant differences in the assessment of the respondents in the implementation of the three dimensions established in the PIMRS. However, it was determined that teachers have significant differences with respect to the members of the management team in terms of the three dimensions and ten functions established in the PIMRS. When comparing the assessment of the management teams and the teachers, the smallest gaps are found in the functions associated with the definition of the school’s mission and the biggest gaps are found in the functions associated with the promotion of an adequate school learning climate. The evaluation of the activities associated with the implementation of instructional leadership of principals and pedagogical heads differs in terms of the emphasis that is granted depending on each position.
Downloads
References
Bush, T. (2016). Mejora escolar y modelos de liderazgo: Hacia la comprensión de un liderazgo efectivo. En J. Weinstein (Ed.), Liderazgo Educativo en la escuela. Nueve miradas (pp. 19–38). Santiago de Chile, Chile: Ediciones Diego Portales.
Dufour, R., & Marzano, R. J. (2009). High-Leverage strategies for principal leadership. Educational Leadership, 66(5), 62–68.
Field, A. (2013). Discovering statistics using SPSS. SAGE Publications (4th ed.). London, UK: Sage Publications. doi: https://doi.org/10.1111/j.1365-2648.2007.04270_1.x
Flessa, J. (2014). Learning from school leadership in Chile. Canadian and International Education / Education Canadienne et Internationale, 43(1), 1–15. Recuperado de https://ir.lib.uwo.ca/cie-eci/vol43/iss1/2
Flessa, J., Bramwell, D., Fernández, M., & Weinstein, J. (2018). School leadership in Latin America 2000–2016. Educational Management Administration and Leadership, 46(2), 182–206. doi: https://doi.org/10.1177/1741143217717277
Fromm, G., Hallinger, P., Volante, P., & Wang, W. C. (2017). Validating a spanish version of the PIMRS: Application in national and cross-national research on instructional leadership. Educational Management Administration and Leadership, 45(3), 419–444. doi: https://doi.org/10.1177/1741143215617948
Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, CA, EE.UU.: Jossey-Bass.
Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. doi: https://doi.org/10.1108/09578231111116699
Hallinger, P. (2012). A data-driven approach to assess and develop instructional leadership with the PIMRS. En J. Shen (Ed.), Tools for Improving Principals’ Work (pp. 47–69). New York, NY, EE.UU.: Peter Lang.
Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217. doi: https://doi.org/10.1086/461445
Hallinger, P., Wang, W.-C., & Chen, C.-W. (2013). Assessing the measurement properties of the principal instructional management rating scale: A meta-analysis of reliability studies. Educational Administration Quarterly, 49(2), 272–309. doi: https://doi.org/10.1177/0013161X12468149
Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the principal instructional management rating scale. London: Springer International. doi: https://doi.org/10.1007/978-3-319-15533-3
Hargreaves, A., & Fullan, M. (2014). Capital profesional. Transformar la enseñanza en cada escuela. Madrid: Ediciones Morata.
Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations (5th ed.). San Francisco, CA, EE.UU.: Jossey-Bass.
Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership what it is and how it influences pupil learning. National College for School Leadership, 132.
Leiva, M. V., Montecinos, C., Ahumada, L., Campos, F., & Guerra, S. (2017). Novice principals’ instructional management practices in high poverty, low performing schools in Chile. Procedia - Social and Behavioral Sciences, 237, 3–9.
Mansilla, J., & Beltrán, J. (2016). Racionalidad instrumental y prácticas de gestión en jefes técnicos de liceos de la Araucanía Instrumental rationality and management practices in technical heads of schools of Araucanía. Revista de Investigación Educativa, 34(1), 151–165. doi: https://dx.doi.org/10.6018/rie.34.1.218041
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results (1st ed.). Alexandria,VA, EE.UU.: ASCD.
Maureira, Ó. (2018). Prácticas del liderazgo educativo: Una mirada evolutiva e ilustrativa a partir de sus principales marcos, dimensiones e indicadores más representativos. Revista Educación, 42(1), 1–19. doi: https://dx.doi.org/10.15517/REVEDU.V42I1.22115
Ministerio de Educación de Chile [Mineduc] (2015). Marco para la buena dirección y el liderazgo escolar. Santiago de Chile, Chile. Recuperado de http://liderazgoescolar.mineduc.cl/wp-content/uploads/sites/55/2016/04/MBDLE_2015.pdf
Ley Nº 20.529, de 11 de agosto, por el que se crea el Sistema de Aseguramiento de la Calidad de la educación parvularia, básica y media y su fiscalización. Ministerio de Educación de Chile, 27 de agosto de 2011.
Ley Nº 21.040, de 16 de noviembre, por el que se crea el Sistema de Educación Pública. Ministerio de Educación de Chile, 24 de noviembre de 2017.
Murillo, J. (2012). La dirección escolar en Chile: Una visión en el contexto de América Latina. En J. Weinstein y G. Muñoz (Eds.), ¿Que sabemos sobre los directores en Chile? (pp. 19–40). Santiago: Salesianos Impresores S.A.
Núñez, I., Weinstein, J., & Muñoz, G. (2010). ¿Posición olvidada? una mirada desde la normativa a la historia de la dirección escolar en Chile. Psicoperspectivas, 9(2), 53-81. doi: https://dx.doi.org/10.5027/psicoperspectivas-Vol9-Issue2-fulltext-117
Organizacion para la Cooperación y el Desarrollo Economics [OCDE] (2014). Talis 2013 results: An international perspective on teaching and learning. París, Francia: Autor. doi: https://doi.org/10.1787/9789264216075-en
Oficina Regional de Educación para América Latina y el Caribe de la Organización de las Naciones Unidas para la Educación [OREALC-UNESCO] (2015). Informe Anual 2014. Santiago de Chile, Chile: UNESCO.
Quiroga, M., & Aravena, F. (2017). Jefes de UTP nóveles en Chile: desafíos del liderazgo pedagógico. Perspectiva Educacional, 56(3), 76–97. Recuperado de http://www.perspectivaeducacional.cl/index.php/peducacional/article/view/506
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. doi: https://doi.org/10.1177/0013161X08321509
Rodríguez Molina, G. A., & Gairín Sallán, J. (2017). Influencia de las prácticas de liderazgo pedagógico en las prácticas pedagógicas docentes: caso en Chile de las Unidades Técnicas Pedagógicas. International Journal of Educational Leadership and Management, 5(1), 6. doi: https://doi.org/10.17583/ijelm.2017.2469
Sepúlveda, F., & Aparicio, C. (2017). El desafío de los directores de escuelas chilenas: Liderando a partir de un enfoque instruccional hacia un enfoque distribuido. Revista Gestion de la Educación, 7(2), 1–19. Recuperado de https://revistas.ucr.ac.cr/index.php/gestedu/article/view/30599
Vaillant, D., & Zidán, E. R. (2016). Prácticas de liderazgo para el aprendizaje en América Latina: un análisis a partir de PISA 2012. Ensaio: Avaliação E Políticas Públicas Em Educação, 24(91), 253–274. doi: https://doi.org/10.1590/S0104-40362016000200001
Weinstein, J., & Muñoz, G. (Eds.) (2012). ¿Qué sabemos sobre los directores en Chile? Santiago de Chile, Chile: Salesianos Impresores S.A.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
