La escuela pública madrileña desde la visión del liderazgo distribuido: un estudio descriptivo

Ingrid del Valle García Carreño

doi:10.24310/IJNE.10.2022.15117

Authors

Ingrid del Valle García Carreño Universidad Pablo de Olavide Spain https://orcid.org/0000-0001-9727-4611

DOI:

https://doi.org/10.24310/IJNE.10.2022.15117

Keywords:

Education administrator, Education improvement, School, Leadership, Public education

Abstract

Introduction. The style of distributed leadership (DL) is one of the current solutions for management’s school leadership. The distributed methodological perspective is novel in the educational context. DL is an innovative style, key agent of dynamization, efficiency and improvement of schools is studied. Methodology. The main objective is to determine the perception that management teams have regarding in 71 Early Childhood and Primary Education Schools (ECPS) in Madrid, Spain. The sample was collected in the 2018-2019 academic year, made up of 136 subjects (20 men and 80 women). The approach is descriptive, through the application of an ad hoc scale, Likert, the perception of DL is based on the analysis of the dimensions: DL practices, mission, vision and shared goals, professional growth and shared decisions. The scientific rigor of the scale met the validity (Cronbach’s Alpha 0.86) and reliability Spearman’s Rho Correlation was 0.75. All findings were validated by triangulation. Results. The principals interacted with all the members of the school environment. The triangulation showed that the heads of study, distributed a large part of the time, in administrative procedures. The dimension practices of DL was the most active. It was found that the ECPSs were far from the old models of school management, where the management team was governed by a single person as leader. Conclusions. The exercise of school management in Madrid is a complex and difficult function, factors such as little institutional autonomy, specifically in decision-making and in the areas of human resources, added to the lack of training in school management. The importance of teamwork among managers and directors was evidenced, who fostered a distributed, democratic culture and the delegation of tasks in the members of the schools.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Ingrid del Valle García Carreño, Universidad Pablo de Olavide

Ingrid del Valle García Carreño is a graduate of the Andrés Bello Catholic University, Caracas, Venezuela. She graduated in Accounting, Administration, Specialist and Master in Administration. She is a specialist in Higher Education from the Gran Mariscal de Ayacucho University. She graduated from the Institute for the Tecnológico de Monterrey, Mexico. Likewise, she has a diploma of advanced studies (DEA) for the Doctorate of Finance from the Complutense University of Madrid, Spain. She holds a DEA in Education from the Autonomous University of Madrid and a Ph.D. in Social Sciences from Pablo de Olavide University (UPO), Seville, Spain (Mention: Cum Laude). Post doctorate in "Research Methodology, Socioformation and Human Development" CIFE, Mexico. She is currently pursuing Postdoctoral studies in Education at the Lusófona University, Lisbon, Portugal. 12 years of university teaching experience at the Faculty of Economics (FACES) in undergraduate and postgraduate studies and Coordinator of Undergraduate Internships at the Gran Mariscal de Ayacucho University, Ciudad Guayana, Venezuela. Director of the Bicentennial University of Aragua, Venezuela. She is a member of the Research Group in Socio-educational Action of the UPO, Seville, Spain. She is author of articles, book chapters, and an active participation in international conferences and symposiums. She has collaborated in the peer review of several journals and is part of several international editorial bodies.

References

American Psychological Association (APA) (2016), Ethical Principles of Psychologists and Code of Conduct.

Amels, J., Kruger, M., Suhre, C., & van Veen, K. (2020). The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: Testing a model. School Effectiveness and School Improvement, 31(3), 468-485. https://doi.org/10.1080/09243453.2020.1746363

Azorín, C., Harris, A. y Jones, M. (2020). Taking a distributed perspective on leading professional learning networks. School Leadership and Management,40, (2),111-127. https://doi.org/10.1080/13632434.2019.1647418

Barrios-Arós, C., Camarero-Figuerola, M., Tierno-García, J. M., & Iranzo-García, P. (2015). Modelos y funciones de dirección escolar en España: el caso de Tarragona. Revista Iberoamericana De Educación, 67, 89-106. https://doi.org/10.35362/rie670219

Bolden, R. (2011). Distributed Leadership in Organizations: A review of theory and research. International Journal of Management Reviews, 13(3), 251-269. https://doi.org/10.1111/j.1468-2370.2011.00306.x

Bolívar, A. (2019). Marco español para la dirección escolar e identidad profesional: Contexto, desarrollo e implicaciones. Archivos Analíticos de Políticas Educativas, 27(114),45-59. https://doi.org/10.14507/epaa.27.4544

Coutinho, P. (2015). Metodologia de investigação em ciências sociais e humanas:Teoria e prática. Coimbra, Portugal: Almedina.

Consejería de Educación, Juventud y Deporte de la Comunidad de Madrid. (2020). https://www.comunidad.madrid/etiquetas/educacion-primaria

Donolo, D. (2009). Triangulación: Procedimiento incorporado a nuevas metodologías de investigación. Revista Digital Universitaria, 10(8), 1-10.

Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960-974. doi:10.1080/001401300409143.

Elmore, R. (2000). Building a new structure for school leadership Albert Shanker Institute Washington, DC.

Elmore, R. (2005). Accountable leadership. The Educational Forum, 69(2) 134-142. https://doi.org/10.1080/00131720508984677

Follett, P. (1957). Dynamic administration: the collected papers of Mary Parker Follett. Pitman.

García, I. (2019). El liderazgo distribuido y la percepción de los equipos directivos de las escuelas públicas de educación primaria madrileñas [Tesis de doctorado, Universidad Pablo de Olavide]. http://hdl.handle.net/10433/6575w

García, I. (2021a). Distributed Leadership in Educational Organizations Madrileñas: Study case. Revista Iberoamericana,16(1), 18-38. DOI: https://doi.org/10.21723/riaee.v16i1.13423

García, I. (2021b). Análisis integrado del liderazgo distribuido con las diferentes variables de contexto en las escuelas de Madrid. Coord. por Marc Pallarès Piquer,Javier Gil Quintana, Antonio Leopoldo Santisteban Espejo En: Docencia, ciencia y humanidades: hacia una enseñanza integral en la universidad del siglo XXI. (pp. 921-946), Editorial Dykinson. ISBN 978-84-1377-320-9.

García, I. (2021c). Distributed Leadership: A Bibliometric Analysis Using Scopus Database (1981-2020). The European Educational Researcher, 2(6), 227-249. DOI: https://doi.org/10.31757/euer.426

García-Garnica, M., y Caballero, K. (2019). ¿La formación de los equipos directivos es suficiente para desempeñar prácticas eficaces de liderazgo pedagógico? Profesorado, 23(2), 83-106. https://doi.org/10.30827/profesorado.v23i2.9576

Gavira, S., y Osuna, J. (2015). La triangulación de datos como estrategia en investigación educativa. Pixel-bit. Revista de medios y educación, 47(1), 73-88. doi: http://dx.doi.org/10.12795/pixelbit.2015.i47.05

Gibb, C.A. (1954). Leadership, in Lindzey, G. (Ed.), Handbook of Social Psychology, Vol. 2, Addison-Wesley, Reading, MA, pp. 877-917.

Gronn, P. (2002). Distributed leadership as a unit of analysis. Leadership Quarterly, 13(4), 423-451. https://doi.org/10.1016/S1048-9843(02)00120-0

Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172-188. http://dx.doi.org/10.1108/09578230810863253

Hernández-Sampieri, R. & Mendoza, C (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta, México: Editorial Mc Graw Hill Education,

Hurtado, J. (2000). Metodología de la Investigación Holística. Caracas: Fundación Sypal.

Leithwood, K. (2019). Characteristics of effective leadership networks: a replication and extension School Leadership and Management, 39(2), 175-197. https://doi.org/10.1080/13632434.2018.1470503

Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. New York: The Wallace Foundation.

MacBeath, J. (2005). Leadership as distributed: A matter of practice. School Leadership y Management, 25(4), 349-366. https://doi.org/10.1080/13634230500197165

Maroco, J., & García, T. (2006). Qual a fiabilidade do alfa de Cronbach? Questões antigas e soluções modernas? Laboratório de Psicologia, 4(1), 65-90.

Martínez,C. (2012). Estadística y muestreo. Bogotá: Ecoe Ediciones.

Maureira, O., Moforte, C., & González, G. (2014). Más liderazgo distribuido y menos liderazgo directive nuevas perspectivas para caracterizar procesos de influencia en los centros escolares. Perfiles Educativos, 36(146), 134-153. doi:10.1016/S0185-2698(14)70132-1

Ministerio de Educación y Formación Profesional (MEFP). (2020). Teaching and Learning International Survey (TALIS,2018). Estudio internacional de la enseñanza y el aprendizaje. Informe español. Volumen II. Secretaría General Técnica-Subdirección General de Documentación y Publicaciones.

Organization Economic Cooperation and Development (OECD). (2019). TALIS 2018 Technical Report. OECD.

Ritacco, M., & Bolívar, A. (2016). Impacto del modelo español de dirección escolar en la identidad profesional los líderes escolares. Archivos Analíticos de Políticas Educativas, 24(119). http://dx.doi.org/10.14507/epaa.24.2512

Ruiz Salazar, J. M., Huaita Acha, D. M., Vásquez Tomás, M. R., y Holguin-Alvarez, J. (2022). Percepción del liderazgo distribuido en la educación peruana. Revista Venezolana de Gerencia, 27(Especial 7), 248-265. https://doi.org/10.52080/rvgluz.27.7.17

Spillane, J. (2006). Distributed Leadership. Jossey-Bass.

Spillane,J. Camburn, E., Pustejovsky, J., Pareja, A. y Lewis, G. (2008). Taking a distributed perspective: Epistemological and methodological tradeoffs in operationalizing the leader-plus aspect. Journal of Educational Administration, 46(2), 189-213. https://doi.org/10.1108/09578230810863262

Triola, M. (2018). Estadística. Pearson Educación de México.

Villa, A. (2019). Liderazgo: una clave para la innovación y el cambio educativo. Revista de Investigación Educativa 37(2), 301-326. http://dx.doi.org/10.6018/rie.37.2.36546