Social climate management from school educational leadership
DOI:
https://doi.org/10.35362/rie741630Keywords:
educational leadership, school social climate and influenceAbstract
This article is a theoretical reflection on the management of the school social climate from an educational leadership, coupled with a contextualization of the effects of the managerial / leadership relationship and the organizational climate, specifically in the creation of working conditions that positively affect the Teachers Specifically, we study in the line of educational leadership and its influence on motivation to teachers. The proposal of theoretical reflection is divided into two parts, the first one, in theoretical data to understand and contextualize the theme. The second, through the critical analysis of case studies of school social climate in Chile, is contracted theory and practice. The reflections obtained refer to the pragmatism and empiricism of the proposal when considering the influence and the possibilities of interventions in the light of the interactionist approach. The conclusions on leadership issues are the characterization of the leader as a person, in addition to that management practices must respond to their context.
Keywords: educational leadership; school social climate and influence.
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References
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Murillo, P. y Becerra, S. (2009). Perceptions of school climate for principals, teachers and students through the use of “natural semantic networks”. Its importance in the management of schools. Journal of Education, 350, 375-399.
OCDE (2008). National Education Policy Review - Chile. Document available online at www.mineduc.cl (18.06.15)
OCDE. (2009). School factors related to quality and equity. Results from Pisa 2000. Paris: OECD Publishing.
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OCDE (2012). Equity and Quality in Education. Supporting disadvantaged students and schools. Bruselas: OECD Publishing.
Palafox, G. (1995). The job satisfaction and productivity of the human factor. In: adminístrate. Today, 9, 42-44.
Robinson, V., Lloyd, C. y Lloyd, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
Román, M. (2009). Facing change and school improvement in critical urban schools: a look at the Chilean reality and possibilities. Self and Society, 18 (3), 145-172.
Román, M. (2010). Latin American research on effective teaching, ILEE in UNESCO, School Effectiveness and Associated Factors in Latin America and the Caribbean. Santiago, Chile: UNESCO.
Soberanes, R. y De la Fuente, I. (2009). Climate and Organizational Commitment in Organizations. International magazine The New Organizational Management, 5(9), 120-127.
Sun, J. y Leithwood, K. (2014). Effects of transformational school leadership in student performance. REICE. Revista Iberoamericana on Quality, Efficiency and Change in Education, 12 (4e), 41-70. Recovered from: http://www.rinace.net/reice/numeros/arts/vol12num4e/art2.pdf (18.06.15)
Tijmes, C. (2012). Best Practices in Prevention of School Violence: Peace Educate . 34th Summer School Training 2010: Public Safety : A Public Policy Community Service . Iquique, 26 to 29 January 2010. Citizen Peace Foundation.
Weinstein, J. (2009). Managerial leadership practices and learning outcomes . Capable of guiding concepts to empirical research. Revista Iberoamericana on Quality, Efficiency and Change in Education, 7(3), 20-33.
Arancibia, V. (2007). School Effectiveness: a comparative study. Public Studies, 47, 101-125.
Arón, A. y Milicic, N. (1999). Climate Social and Personal Development School. Santiago, Chile: Andrés Bello.
Arón, A. y Milicic, N. (2000). Toxic social climates and nutritious social climates for personal development in the school context. Psykhé, 2(9), 117-123.
Becerra, S. (2006). How can we intervene to strengthen the educational climate in times of innovation? Educational Studies, 2, 47-71.
Bellei y cols. (2004). Who says you can not? Effective schools in poor areas. Santiago, Chile: UNICEF.
Blumer, H. (1969). Symbolic interactionism. Englewood Cliffs, NJ: Prentice-Hall.
Bolívar, A. (2010). Leadership, improvement and schools, en Medina, A. (ed.) Leadership in education. UNED, Madrid.
Casassus, J. (2003). The School and the (in) equality. Santiago, Chile: Editorial LOM.
Casassus, J. (2011). Frameworks for Analysis of Changes in Management of Educational System, The Management Subject Search. UNESCO.
Cornejo, R. y Redondo, J. (2001). Perceived school climate by high school students. Última Década, 15, 10-30.
Chaux, E. (2010). Classrooms in Peace: citizenship skills and prevention, en Ana Ma. Foxley (editora), Learning to live together. International Seminar: How to prevent school life without violence? Santiago: Chilean National Commission for Cooperation with UNESCO.
Dessler, G. (1979), Organization and Management. Cali: Prentice-Hall.
Fullan, M. (2009). Change Forces. Probing the Depths of Educational Reform. Londres: The Falmer Press.
García-Renedo, M., Llorens, S., Cifre, E. y Salanova, M. (2006). Affective history of teaching self-efficacy : a model of structural relationships. Journal of Education, 339, 57-89.
García, S., Maldonado, D., Perry, G., Rodríguez, C. y Saavedra, J. (2014). After teaching excellence: How to improve the quality of education for all Colombians? Bogotá: Fundación Share.
Green, A, Preston, J. y Sabates, R. (2003). Education, Equity and Social Cohesion A distributional model. Wider Benefits of Learning Research Report, 7. London: Institute of Education, University of London.
Guillén, C. y Guil R. (2000). Psychology of work relationships. Madrid, España: McGraw Hill.
Hargreaves, A., y Goodson, I. (2006). Educational Change Over Time? The ustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity. Educational Administration Quarterly, 4(1), 3-41.
Leithwood, K. (2006). Leadership for the restructuring of schools. Journal of Education, 304, 31-60.
Leithwood, K., Jantzi, D., Steinbach, R. (2002). Leadership Practices for Accountable Schools. In K. Leitwood, P. y Hallinger, R. (Eds.), Second International Handbook of Educational Leadership and Administration, 849-879. Great Britain: Kluwer Academia Publischer.
Leithwood, K., Seashore-Louis, K., Anderson, S., y Wahlstrom, K. (2008). How leadership influences student learning: A review of research for the learning from Leadership Project. New York: The Wallace Foundation.
Lewin, K. (1965). Personality dynamics. Madrid: Morata.
Lewis, P. y Murphy, R. (2008). Effective School leadership. National College for School Leadership.
McKinsey. (2006). How the World’ Best-Performing School Systems Come Out on Top. Paris: Author.
Mena, I. y Valdés, A. (2008). School social Climate. Documento Valoras UC. available in http://ww2.educarchile.cl/UserFiles/P0001/File/ clima_social_escolar.pdf (18.06.15)
MINEDUC – Politeia. (2008). Study improving management and quality of municipal education. Final Report, January study commissioned by the Ministry of Education to Politeia. Santiago, Chile: MINEDUC.
MINEDUC, Management Unit and Educational Improvement. (2015). Improving school leadership. OECD Country Background Report for Chile. Bruselas: OECD. Available in: http://www.oecd.org/dataoecd/13/11/39052630.pdf (18.06.15)
MINEDUC. (2005). Framework for Good Address. General Education Division: MINEDUC.
MINEDUC. (2006). Senses and components System Quality Assurance of School Management. Management Unit and Educational Improvement. General Education Division. Santiago, Chile: MINEDUC.
MINEDUC. (2013). School Leadership in Spain. OECD Country Background Report. Bruselas: OECD. Available in: http://www.oecd.org/dataoecd/33/51/385292.pdf (18.06.15)
MINEDUC. (2014). Other indicators of educational quality. Based on the Supreme Education Act Nº 381/2013. Santiago, Chile: MINEDUC.
Muñoz, G. y Marfán, J. (2014). Education and training principals in Chile: current situation, challenges and policy proposals. National Fund for Innovation and Development in Education, Ministry of Education.
Murillo, F. (2003). The theoretical and practical movement of school improvement . Some lessons learned to transform schools. REICE - Revista Iberoamericana on Electronics Quality. Efficiency and Change in Education, 1, (7), http:/ice.deusto.es/rinace/reice/vol1n2/murillo.pdf
Murillo, P. y Becerra, S. (2009). Perceptions of school climate for principals, teachers and students through the use of “natural semantic networks”. Its importance in the management of schools. Journal of Education, 350, 375-399.
OCDE (2008). National Education Policy Review - Chile. Document available online at www.mineduc.cl (18.06.15)
OCDE. (2009). School factors related to quality and equity. Results from Pisa 2000. Paris: OECD Publishing.
OCDE (2010). Education at a Glance2010: OECD indicators. Paris: OECD Publishing. An: http://www.oecd.org/document/52/0,37463.html (18.06.15)
OCDE (2012). Equity and Quality in Education. Supporting disadvantaged students and schools. Bruselas: OECD Publishing.
Palafox, G. (1995). The job satisfaction and productivity of the human factor. In: adminístrate. Today, 9, 42-44.
Robinson, V., Lloyd, C. y Lloyd, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
Román, M. (2009). Facing change and school improvement in critical urban schools: a look at the Chilean reality and possibilities. Self and Society, 18 (3), 145-172.
Román, M. (2010). Latin American research on effective teaching, ILEE in UNESCO, School Effectiveness and Associated Factors in Latin America and the Caribbean. Santiago, Chile: UNESCO.
Soberanes, R. y De la Fuente, I. (2009). Climate and Organizational Commitment in Organizations. International magazine The New Organizational Management, 5(9), 120-127.
Sun, J. y Leithwood, K. (2014). Effects of transformational school leadership in student performance. REICE. Revista Iberoamericana on Quality, Efficiency and Change in Education, 12 (4e), 41-70. Recovered from: http://www.rinace.net/reice/numeros/arts/vol12num4e/art2.pdf (18.06.15)
Tijmes, C. (2012). Best Practices in Prevention of School Violence: Peace Educate . 34th Summer School Training 2010: Public Safety : A Public Policy Community Service . Iquique, 26 to 29 January 2010. Citizen Peace Foundation.
Weinstein, J. (2009). Managerial leadership practices and learning outcomes . Capable of guiding concepts to empirical research. Revista Iberoamericana on Quality, Efficiency and Change in Education, 7(3), 20-33.
How to Cite
Parra Robledo, R. (2017). Social climate management from school educational leadership. Iberoamerican Journal of Education, 74(1), 119–132. https://doi.org/10.35362/rie741630
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2017-06-30
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- Gestión escolar
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