Gestión del clima social escolar desde el liderazgo educativo
DOI:
https://doi.org/10.35362/rie741630Palabras clave:
liderazgo educativo, clima social escolar e influenciaResumen
El presente artículo es una reflexión teórica sobre la gestión del clima social escolar desde un liderazgo educativo, sumado a una contextualización de los efectos de la relación directivo/líder y el clima organizacional, específicamente en la creación de unas condiciones laborales que incidan positivamente en los docentes. Concretamente, se estudia en la línea del liderazgo educativo y su influencia en la motivación a los profesores. La propuesta de reflexión teorica, esta dividida en dos partes, la primera, en datos teóricos para comprender y contextualizar la temática. La segunda, mediante el análisis crítico de estudios de casos de clima social escolar en Chile, se contracta la teoría y práctica. Los reflexiones obtenidas referencian el pragmatismo y empirismo de la propuesta al considerar la influencia y las posibilidades de intervenciones a la luz del enfoque interaccionista. Las conclusiones en temas de liderazgo es la caracterización del líder como persona, sumado a que las prácticas de dirección deben responder a su contexto.
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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.
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.
Cómo citar
Parra Robledo, R. (2017). Gestión del clima social escolar desde el liderazgo educativo. Revista Iberoamericana De Educación, 74(1), 119–132. https://doi.org/10.35362/rie741630
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30-06-2017
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- Gestión escolar
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