Liderazgo distribuido y capacidad de mejora en centros de educación secundaria

• Cristina Moral Santaella ^[1] ; Francisco Javier Amores Fernández ^[2] ; Maximiliano Ritacco Real ^[3]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  2. [2] Universidad de Cádiz

     Universidad de Cádiz

     Cádiz, España

     
  3. [3] Universidad de Zaragoza

     Universidad de Zaragoza

     Zaragoza, España

     

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• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 30, 2016, págs. 115-143
• Idioma: español
• DOI: 10.15581/004.30.115-143
• Títulos paralelos:
  • Distributed Leadership and Capacity for Improvement Od Secondary Schools
• Enlaces
  • Texto completo
• Dialnet Métricas: 20 Citas
• Resumen
  • español

    El artículo que presentamos es una aproximación al estudio de las formas de liderazgo de los Institutos de Educación Secundaria. En concreto, busca verificar la presencia de formas de liderazgo distribuido en una muestra de 24 institutos de la provincia de Granada. Aplicando una metodología mixta en la que se combinan guiones de auto-observación y entrevistas semiestructuradas, se llega a concluir que el modelo de liderazgo vigente en la muestra de institutos analizados es un modelo de liderazgo burocrático apoyado en la figura de un director que actúa de manera solitaria. Aunque la muestra utilizada para la estudio es limitada, el artículo promueve una refl exión sobre la necesidad de defi nir la fi gura del director como elemento clave para dinamizar la capacidad de mejora de los centros de educación secundaria

  • English

    The article we submit is an approach to the study of leadership on secondary schools and seeks to verify the presence or absence of distributed leadership arranged in a sample of 24 secondary schools in the Granada province. Applying a mixed methodology in which self-analysis outlines and semi-structured interviews are combined, it comes to the conclusion that the actual leadership model in the analysed secondary schools sample is a bureaucratic one supported by the fi gure of a director acting on his/her own. Although the sample used for the study is limited, the article encourages the refl ection on the need to define the director figure as a key element in order to stimulate secondary schools’ improvement capacity.

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