Liderazgo pedagógico: liderazgo educativo para construir entornos de aprendizaje inclusivos, innovadores y transformadores
DOI:
https://doi.org/10.63688/fesvam63Palabras clave:
liderazgo pedagógico, liderazgo educativo, liderazgo instruccional, educación inclusiva, innovación educativaResumen
El presente estudio tuvo como objetivo analizar el liderazgo pedagógico como enfoque de liderazgo educativo para la construcción de entornos de aprendizaje inclusivos, innovadores y transformadores. Se realizó una revisión integrativa de la literatura mediante un proceso de búsqueda sistemática, siguiendo las directrices de la declaración PRISMA 2020. La búsqueda bibliográfica se efectuó en Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis Online, ERIC y Google Scholar. Tras aplicar los criterios de inclusión y exclusión, se seleccionaron 15 estudios científicos.
Los resultados evidenciaron que el liderazgo pedagógico contribuye al mejoramiento educativo mediante el fortalecimiento de la calidad de la enseñanza, el desarrollo profesional docente, la colaboración y la participación institucional. Asimismo, los estudios identificaron aportes del liderazgo instruccional, distribuido, transformacional e inclusivo en la autoeficacia docente, el aprendizaje profesional, las prácticas pedagógicas, la inclusión educativa y el cambio organizacional. También se observó que el liderazgo puede favorecer indirectamente el aprendizaje y rendimiento estudiantil mediante el fortalecimiento del desempeño docente y de las condiciones organizacionales.
Se concluye que el liderazgo pedagógico posee un importante potencial para construir entornos educativos inclusivos, innovadores y transformadores, siempre que se mantenga orientado a la enseñanza y el aprendizaje, el desarrollo profesional docente, la colaboración y la adaptación de las prácticas de liderazgo al contexto institucional.
Referencias
Amzat, I. H., Yanti, P. G., & Suswandari, S. (2022). Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia. SAGE Open, 12(3), 1–19. https://doi.org/10.1177/21582440221109585
Barrero Fernández, B., Mula-Falcón, J., & Domingo, J. (2023). What do school management teams do to make their schools inclusive? School Leadership & Management, 43(1), 50–69. https://doi.org/10.1080/13632434.2022.2144201
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. https://doi.org/10.1080/09243453.2020.1858119
Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161X211035079
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
De Jong, L., Meirink, J., & Admiraal, W. (2022). Teacher learning in the context of teacher collaboration: Connecting teacher dialogue to teacher learning. Research Papers in Education, 37(6), 1165–1188. https://doi.org/10.1080/02671522.2021.1931950
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 63. https://doi.org/10.1186/s40862-024-00290-0
Hsieh, C. C., Chen, Y. R., & Li, H. C. (2023). Impact of school leadership on teacher professional collaboration: Evidence from multilevel analysis of Taiwan TALIS 2018. Journal of Professional Capital and Community, 9(1), 1–18. https://doi.org/10.1108/JPCC-01-2023-0002
Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., & Spörer, N. (2022). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 943–957. https://doi.org/10.1080/13603116.2020.1752825
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048
Meyer, A., Hartung-Beck, V., Gronostaj, A., Krüger, S., & Richter, D. (2023). How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives. Journal of Educational Change, 24(3), 425–455. https://doi.org/10.1007/s10833-022-09451-9
Opoku, M. P. (2023). Inclusive school leadership in developing context: What are the levers of change? Journal of Research on Leadership Education, 18(3), 378–403. https://doi.org/10.1177/19427751221087731
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Papadakis, S., Kanadlı, S., Kardaş, A., Tülübaş, T., Karakose, T., & Polat, H. (2024). Investigating the relationship between leadership for learning and student achievement through the mediation of teacher performance: A meta-analytic structural equation modeling (MASEM) approach. Education Sciences, 14(12), 1320. https://doi.org/10.3390/educsci14121320
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. https://doi.org/10.1177/0013161X08321509
Veletić, J., & Olsen, R. V. (2021). Developing a shared cluster construct of instructional leadership in TALIS. Studies in Educational Evaluation, 68, 100942. https://doi.org/10.1016/j.stueduc.2020.100942
Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Wu, H., & Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review, 35, 100423. https://doi.org/10.1016/j.edurev.2021.100423
Publicado
Número
Sección
Licencia
Derechos de autor 2026 María Eugenia Rivera Morocho, Fernando Flores, Sonia Isabel Sisa Sangucho, Sonia Isabel Sisa Sangucho, Betty Marisol Hidalgo Culqui, Milton Eduardo Vargas Salazar (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
