Gestión fundamentada en el liderazgo del directivo docente en el mejoramiento del índice sintético de calidad educativa (ISCE) caso: Institución Educativa Ciudad de Tunja
With the effects of globalization, education assumes the management of the teaching director from a leadership that implies the appropriation of an imaginary to satisfy the current sociohistorical demand, in which school communities are directed and mobilized as that great team necessary to achieve...
- Autores:
-
Alfaro Escobar, Luz Celina
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/6380
- Acceso en línea:
- https://hdl.handle.net/11323/6380
https://repositorio.cuc.edu.co/
- Palabra clave:
- Quality
Management
Leadership
ISCE
Calidad
Gestión directiva
Liderazgo
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | With the effects of globalization, education assumes the management of the teaching director from a leadership that implies the appropriation of an imaginary to satisfy the current sociohistorical demand, in which school communities are directed and mobilized as that great team necessary to achieve goals and results that contribute to quality. Therefore, the main objective of this research is to analyze the management associated with the strategic leadership of the educational director and its contribution to the improvement of the Synthetic Index of Educational Quality, in the light of research in Latin America and Colombia and with the contribution of theories based on the quality and leadership models that are contextualized to the focused Institution: Ciudad de Tunja, which is located in the Tourist and Cultural District of Cartagena. The study on the management leadership of the teaching director for the improvement of the Synthetic Index of Educational Quality is based on an empiricist-inductive approach and a Positivist-Quantitative paradigm, whose design is of a documentary and field nature. The units of analysis are represented, on the one hand, by the results of the ISCE data, and on the other, the Executive Teachers and Teachers that are addressed through the survey to cover a descriptive, explanatory and analytical level. This process presents relevant results on collaborative work, communication, qualities and competencies that the teaching manager presents from his role as educational manager for the sake of continuous improvement to contribute to the strengthening of processes and aspects such as ISCE. To conclude, it is concluded on the importance of implementing a strategic leadership style that strengthens actions and strategies responding to the demands that institutional life currently demands. |
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