Managerial profile of teacher-directors in antioquia and administrative management approaches [Le profil de gestion du responsable pédagogique d'antioquia et les approches de gestion administrative] [O perfil de gestão do diretor docente de antioquia e as abordagens de gestão administrativa] [El perfil de gestión del directivo docente de antioquia y los enfoques de gestión administrativa]
This paper reports the results of a research aimed at studying the relationship between the managerial approach and the personal and professional characteristics of teacher-directors at schools of the 117 non-certified municipalities of Antioquia (Colombia), taking into account the four dimensions o...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Medellín
- Repositorio:
- Repositorio UDEM
- Idioma:
- spa
- OAI Identifier:
- oai:repository.udem.edu.co:11407/5976
- Acceso en línea:
- http://hdl.handle.net/11407/5976
- Palabra clave:
- Critical management
Educational management
Function-alist management structuralist management
- Rights
- License
- http://purl.org/coar/access_right/c_16ec
| Summary: | This paper reports the results of a research aimed at studying the relationship between the managerial approach and the personal and professional characteristics of teacher-directors at schools of the 117 non-certified municipalities of Antioquia (Colombia), taking into account the four dimensions of educational management (directive, administrative, academic, and communitarian) into three forms of management: func-tionalist, structuralist, and critical. The research followed a descriptive, quantitative, and inferential approach, and was carried out with 242 teacher-directors who were selected by stratified random sampling and surveyed through self-administered questionnaires. The results reveal that many of the practices of these directors in each of the dimensions of management are still functional and structural, although a turning point towards the so-called critical management is observed. Our findings reveal a statistically significant tendency of teaching directors with graduate studies and more than ten years of experience to place themselves in critical management. Similarly, those with less experience tend to a function-alist community managerial style and show a greater prevalence of critical management in this dimension over the years. © 2020, Universidad Nacional de Colombia. All rights reserved. |
|---|