Liderazgo Colaborativo y Mejora Escolar: Comprendiendo el Impacto sobre la Capacidad de la Escuela y el Aprendizaje de los Estudiantes

Philip Hallinger, Ronald H. Heck

Resumen


Cincuenta años de teoría e investigación ofrecen evidencias claras a la afirmación de que el liderazgo desarrollado por el director marca una diferencia en la calidad de la educación, el desarrollo de la escuela y el aprendizaje del estudiante. En el actual contexto de reforma de la educación global, sin embargo, las investigaciones recientes se han centrado en la identificación de cómo los equipos de los líderes escolares contribuyen a la mejora de la escuela y el aprendizaje de los estudiantes. Este documento presenta conclusiones extraídas de una serie de análisis empíricos que evalúan los efectos de liderazgo colaborativo sobre la capacidad de mejora de la escuela y el aprendizaje de los estudiantes en una amplia muestra de las escuelas de educación primaria de Estados Unidos durante un período de cuatro años. Nuestros resultados apoyan la idea predominante de que el liderazgo escolar colaborativo puede repercutir positivamente en el aprendizaje de los estudiantes en las áreas de lectura y matemáticas, mejorando la capacidad de la escuela y por ende el aumento del rendimiento académico. La investigación amplia este hallazgo, sin embargo, ofreciendo datos de investigaciones empíricas que apoyan un liderazgo más complejo, el cual es una pieza clave en el aprendizaje del alumno, siendo un proceso de influencia mutua. Desde esta perspectiva, tanto estudiantes como equipo directivo forman parte de una dirección colectiva de la escuela esencial para la mejora educativa.

 


Palabras clave


Liderazgo; Cambio; Mejora de la escuela; Efectos del liderazgo; Liderazgo para el aprendizaje

Texto completo:

PDF

Referencias


Bass, B. y Avolio, B. (1994). Improving organisational effectiveness through transformational leadership. Newbury Park, CA Sage.

Bell, L., Bo lam R. y Cubillo, L. (2003). A systematic review of the impact of school headteachers and principals on student outcomes. Londres: EPPI- Institute of Education.

Bossert, S., Dwyer, D., Rowan, B. y Lee, G. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.

Braughton, R. y Riley, J. (1991). The relationship between principals' knowledge of Reading processes and elementary school reading achievement. ERIC: ED341952.

Bridges, E. (1977). The nature of leadership. En L. Cunningham, W. Hack y R. Nystry (Eds.), Educational administration: The developing decades (pp. 202-230). Berkeley, CA: McCutchan.

Caldwell, B. (1998). Strategic leadership, resource management and effective school reform. Journal of Educational Administration, 36(5), 445-61.

Cheng, Y.C. (1994). Principal's leadership as a critical factor for school performance: Evidence from multi-levels of primary schools. School Effectiveness and School Improvement, 5(3), 299-317.

Fiedler, F.E. (1967). A theory of leadership effectiveness. Nueva York: McGraw-Hill.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Glover, J., Rainwater, K., Friedman, H. y Jones, G. (2002). Four principles for being adaptive. Organisational Development Journal, 20(4), 18-38.

Griffin, M.A. (1997). Interaction between individuals y situations: Using HLM procedures to estimate reciprocal relationships. Journal of Management, 23(6), 759-73.

Gronn, P. (2002). Distributed leadership as a unit of analysis. Leadership Quarterly, 13(4), 423-51.

Gross, N. y Herriot, R. (1965). Staff leadership in schools. Nueva York: Wiley.

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional y transformational leadership. Cambridge Journal of Education, 33(3), 329-51.

Hallinger, P., Bickman, L. y Davis K. (1996). School context, principal leadership and student achievement. Elementary School Journal, 96(5), 498-518.

Hallinger, P. y Heck, R.H. (1996). Reassessing the principal's role in school effectiveness: A review of the empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.

Hallinger, P. y Heck, R.H. (2010). Leadership for learning: Does collaborative leadership make a difference? Educational Management, Administration and Leadership, 38(6), 654-678.

Hayduk, L. (2009). Finite feedback cycling in structural equation models. Structural Equation Modeling, 16(4), 658-75.

Heck, R.H. y Hallinger, P. (2005). The study of educational leadership and management: Where does the field sty today? Educational Management, Administration y Leadership, 33(2), 229-44.

Heck, R.H. y Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659-89.

Heck, R.H. y Hallinger, P. (2010a). Collaborative leadership effects on school improvement: Comparing unidirectional- and reciprocal-effects models. The Elementary School Journal, 111(2), 226-252.

Heck, R.H. y Hallinger, P. (2010b). Testing a dynamic model of organisational leadership and school improvement. The Leadership Quarterly, 21, 867–885

Heck, R.H., Larson, T. y Marcoulides G. (1990). Principal instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94-125.

Hill, P. y Rowe, K. (1996). Multilevel modeling in school effectiveness research. School Effectiveness and School Improvement, 7(1), 1-34.

Jackson, D. (2000). The school improvement journey: Perspectives on leadership. School Leadership y Management, 20(1), 61-78.

Kimberly, J. y Miles, R. (1980). The organisational life cycle. San Francisco, CA: Jossey-Bass.

Kruger, M., Witziers, B. y Sleegers, P. (2007). The impact of school leadership on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 18(1), 1-20.

Leithwood, K., Yerson, S., Mascall, B. y Strauss, T. (2010). School leaders' influences on student learning: The four paths. En T. Bush, L. Bell y D. Middlewood, The principles of educational leadership and management. Londres: Sage.

Leithwood, K. y Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(5), 679-706.

Leithwood, K., Mascall, B. y Strauss, T. (2009). What we have learned and where we go from here. En K. Leithwood, B. Mascall y T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 269-282). Nueva York: Routledge.

Luyten, H., Visscher, A. y Witziers, B. (2005). School effectiveness research: From a review of the criticism to recommendations for further development. School Effectiveness and School Improvement, 16(3), 249-79.

Marks, H. y Printy, S. (2003). Principal leadership y school performance: An integration of transformation and instructional leadership. Educational Administration Quarterly, 39(3), 370-97.

Marsh, H.W. y Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-63.

Mulford, B. y Silins, H. (2009). Revised models y conceptualisation of successful school principalship in Tasmania. En B. Mulford y B. Edmunds (Eds.), Successful school principalship in Tasmania (pp. 157-183). Launceston, TA: Faculty of Education.

O'Day, K. (1983). The relationship between principal and teacher perceptions of principal instructional management behavior and student achievement. Tesis Doctoral no publicada. Northern Illinois University: Normal, Illinois.

Ogawa, R. y Bossert, S. (1995). Leadership as an organisational quality. Educational Administration Quarterly, 31(2), 224-43.

Pitney, N. (1988). The study of administrator effects and effectiveness. En N. Boyan (Ed.), Handbook of research in educational administration (pp. 341-375). Nueva York: Longman.

Pounder, D.G., Ogawa, R.T. y Adam, E.A.(1995). Leadership as an organisation-wide phenomena: Its impact on school performance. Educational Administration Quarterly, 31(4), 564-88.

Reynolds, D., Teddlie, C., Hopkins, D. y Stringfield, S. (2000). Linking school effectiveness and school improvement. En C. Teddlie y D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 206-231). Londres: Falmer Press.

Robinson, V., Lloyd, C. y Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-74.

Saphier, J. y King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42(6), 67-74.

Seltzer, M., Choi, K. y Thum, Y.M. (2003). Examining relationships between where students start and how rapidly they progress. Using new developments in growth modelling to gain insight into the distribution of achievement within schools. Educational Evaluation y Policy Analysis, 25(3), 263-86.

Southworth, G. (2002). Instructional leadership in schools: Reflections and empirical evidence. School Leadership and Management, 22(1), 73-92.

Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.

Stoll, L. y Fink, D. (1996). Changing our schools: Linking school effectiveness and school improvement. Buckingham: Open University Press.

Tate, B. (2008). A longitudinal study of the relationships among self-monitoring, authentic leadership, and perceptions of leadership. Journal of Leadership and Organisational Studies, 15(1), 16-29.

Van de Grift, W. (1990). Educational leadership and academic achievement in elementary education. School Effectiveness and School Improvement, 1(3), 26-40.

Wiley, S. (2001). Contextual effects on student achievement: School leadership and professional community. Journal of Educational Change, 2(1), 1-33.

Witziers, B., Bosker, R. y Kruger, M. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.




Copyright (c) 2016 REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación está indexada en:

Scopus, Emerging Sources Citation Index (ESCI), Google Académico, Dialnet, ISOC, Redalyc, EBSCO Fuente Académica Premier, EBSCO Fuente Académica Plus, CIRC, DICE, GENAMICS, Latindex, MIAR, Resh, Biblioteca de la OEI, In-Recs, Iresie, REDIB, REDIAL, DOAJ, Dulcinea, EZB, BNE, GLOOBAL, REBIUN, Sudoc, WorldCat y Georgetown University Library, Copac *.