Modelo holístico-configuracional de interacción del liderazgo directivo y su influencia con el desempeño docente a nivel preescolar multigrado
DOI:
https://doi.org/10.33936/cognosis.v8i3.6001Resumen
El modelo holístico configuracional de interacción del liderazgo directivo y su influencia en el desempeño docente a nivel preescolar multigrado, es un enfoque que busca comprender la compleja relación entre estos elementos. El estudio fundamentó este modelo para analizar cómo diferentes aspectos del liderazgo directivo se relacionan con el desempeño docente en preescolares multigrado. Utilizándose un enfoque teórico holístico configuracional. Los resultados revelaron la existencia de diferentes configuraciones de liderazgo directivo que influyen en el desempeño docente de manera única. Se encontró que un liderazgo directivo que promueve una visión compartida, una cultura de colaboración y confianza, así como el suministro de apoyo y recursos adecuados, tiene un impacto positivo en el desempeño docente. Por otro lado, la falta de una visión clara o un liderazgo deficiente se asoció con un menor desempeño docente. El enfoque holístico configuracional subraya la importancia de considerar la interacción de múltiples aspectos del liderazgo directivo en lugar de analizarlos de forma aislada. Además, este modelo destaca la necesidad de adaptar las prácticas de liderazgo directivo a las características y necesidades específicas de cada institución preescolar multigrado. En resumen, este estudio muestra que el modelo holístico configuracional de interacción del liderazgo directivo y el desempeño docente es crucial para comprender esta relación en preescolares multigrado. Los resultados indican que aspectos como la visión, la cultura organizacional, el apoyo y los recursos influyen en el desempeño docente.
PALABRAS CLAVE: liderazgo directivo; desempeño docente; preescolar multigrado; efectividad de los maestros; holístico-configuracional.
Holistic-configurational model of managerial leadership interaction and its influence on teacher performance at the multigrade preschool level
ABSTRACT
The configurational holistic model of manager interaction and its influence on teacher performance at the multigrade preschool level is an approach that seeks to understand the complex relationship between these elements. The study basis this model to analyze how different aspects of leadership are related to teacher performance in multigrade preschools. Using a holistic configurational theoretical approach. The results revealed the existence of different leadership capacities that influence teacher performance in a unique way. It was found that leadership that promotes a shared vision, a culture of collaboration and trust, as well as the provision of adequate support and resources, has a positive impact on teacher performance. On the other hand, a lack of clear vision or poor leadership is associated with lower teacher performance. The configurational holistic approach underscores the importance of considering the interaction of multiple aspects of managerial leadership rather than looking at them in isolation. In addition, this model highlights the need to adapt leadership practices to the specific characteristics and needs of each multigrade preschool institution. In summary, this shows that the holistic configurational model of study leadership interaction and teacher performance is crucial to understanding this relationship in multigrade preschoolers. The results indicate that aspects such as vision, organizational culture, support and resources influence teacher performance.
KEYWORDS: directive leadership; teacher performance; multigrade preschool; teacher effectiveness; configurational holistic.
Descargas
Citas
Bass, B. M. (1985). Leadership and Performance Beyond Expectations. Free Press.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Psychology Press.
Bolívar, A. (2013). Liderazgo distribuido para el cambio educativo: tensiones y desafíos. Revista Fuentes, 13, 21-37.
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
Darling-Hammond, L. (2017). Effective teacher professional development. Learning Policy Institute.
Deal, T. E., & Peterson, K. D. (2009). Shaping School Culture: Pitfalls, Paradoxes, and Promises. Jossey-Bass.
Fuentes, H. (2009). Modelo holístico configuracional de los procesos universitarios. Conferencia, documentos CeeS "M. F. Gran". Universidad de Oriente.
Fullan, M. (2001a). Leading in a culture of change. Jossey-Bass.
Fullan, M. (2001b). The new meaning of educational change (4th ed.). Teachers College Press.
Fullan, M. (2002). El cambio educativo: guía de estrategias eficaces. Octaedro.
Fullan, M. (2010). El liderazgo educativo en tiempos difíciles. Aprendizaje S.A. Ediciones.
Fullan, M. (2011). The moral imperative of school leadership. Thousand Oaks, CA: Corwin.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson.
Fullan, M., & Hargreaves, A. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.
Grogan, M., & Shakeshaft, C. (2011). Women and Educational Leadership. Jossey-Bass.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513.
Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. En T. J. Townsend y J. MacBeath (Eds.), International handbook of leadership for learning (pp. 51-69). Springer.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Leithwood, K., Day, C., & Sammons, P. (2006). Successful school leadership: What it is and how it influences pupil learning. Department for Education and Skills.
Leithwood, K., Harris, A., & Hopkins, D. (2004). Seven strong claims about successful school leadership. School Leadership & Management, 24(1), 1-22.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Siete fuertes virtudes del liderazgo educativo. Ediciones Morata.
Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. Jossey-Bass.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. The Wallace Foundation.
López, J., & Pérez, M. (2019). Liderazgo directivo y clima escolar en instituciones educativas de nivel preescolar. Revista Iberoamericana de Educación, 80(2), 105-124.
Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498-512.
Muijs, D. (2011). Effective teacher leadership: A quantitative review. Leadership and Policy in Schools, 10(3), 265-283.
Robinson, V. M. (2011). Student-centered leadership. Jossey-Bass.
Senge, P. (1998). La quinta disciplina: El arte y la práctica de la organización abierta al aprendizaje. Granica.
Sergiovanni, T. J. (2005). La escuela que aprende: Liderazgo, comunidad y compromiso. Ediciones Aljibe.
Smith, A., & Johnson, B. (2018). The Impact of Direct Instructional Leadership on Teacher Performance in Multigrade Preschools. Journal of Educational Leadership, 42(2), 123-145.
Smith, A., & Veenstra, G. (2017). Principal leadership and teacher job satisfaction in preschool classrooms. Journal of Educational Administration, 55(3), 325-339.
Smith, A., Johnson, B., & Brown, C. (2019). Supporting Effective Instructional Practices in Multigrade Preschools: A Study of Leadership Practices. International Journal of Educational Leadership, 32(3), 245-268.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Ulises . Mestre Gómez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
