Autoevaluación del liderazgo pedagógico: Una experiencia de aprendizaje y desarrollo profesional en la escuela

• Omar Aravena Kenigs ^[1] ; Carolina Villagra Bravo ^[2] ; Carolina Troncoso Bustos ^[1] ; María Elena Mellado Hernández ^[1]
  1. [1] Universidad Católica de Temuco

     Universidad Católica de Temuco

     Temuco, Chile

     
  2. [2] Universidad Católica Silva Henríquez

     Universidad Católica Silva Henríquez

     Santiago, Chile

     
• Localización: Perspectiva Educacional, ISSN-e 0718-9729, Vol. 62, Nº. 1, 2023 (Ejemplar dedicado a: Nuevas perspectivas sobre el aprendizaje profesional docente en colaboraciones para la práctica de la investigación), págs. 113-139
• Idioma: español
• Títulos paralelos:
  • Self-assessment of pedagogical leadership: A learning and professional development experience at school
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• Resumen
  • español

    Este artículo tiene como objetivo describir la experiencia de autoevaluación del liderazgo pedagógico desarrollado por un equipo de gestión perteneciente a un centro escolar particular subvencionado chileno de la comuna de Loncoche, como estrategia para favorecer el aprendizaje y desarrollo profesional. La investigación se enmarca en un estudio de caso de metodología mixta con diseño secuencial-explicativo. Los participantes fueron nueve directivos escolares pertenecientes al equipo de gestión de la escuela. Para la recolección de información se aplicó el cuestionario de Vanderbilt de Liderazgo en Educación (VAL-ED) además de grupos de discusión y análisis de registros del proceso de mejoramiento. Los resultados del diagnóstico permitieron al equipo de gestión replantear sus prácticas para gestionar el aprendizaje de estudiantes y profesorado. Se concluye sobre la relevancia de incentivar procesos permanentes de autoevaluación del liderazgo que propicien la reflexión crítica y colaborativa de la práctica desde un enfoque formativo y situado.

  • English

    The diverse research advances and recent worldwide educational policies have focused their efforts on identifying and promoting the development of educational leadership practices that impact teacher professional development and student learning. In this scene, this article aims to describe the self-assessment experience of pedagogical leadership developed by a management team belonging to a Chilean subsidized private school in the Loncoche commune. The research is part of a mixed methodology case study with a sequential-explanatory design, which uses qualitative findings to explain the quantitative results. The participants were nine school principals belonging to the management team selected under the convenient criterion. The quantitative phase of the study considered the pre- and post-test application of the pedagogical leadership evaluation questionnaire called Vanderbilt Assessment of Leadership in Education (VAL-ED), adapted to the Spanish language by Bolívar et al. (2017), which measures school leaders’ effectiveness and it has a greater impact on the teachers’ activities and indirectly on student learning. In the qualitative phase, discussion groups were developed to deepen the learning that participants attribute to the self-assessment experience of their management practices. In addition, records of the support process developed by the critical friend were researched with the purpose of analyzing the eventual transformations promoted by the self-assessment process. The quantitative phase, related to the pretest application of the questionnaire, allowed the identification of three critical pedagogical leadership dimensions: Challenging learning objectives, teaching quality, Learning culture and professional work. Based on these results, the critical friend guided the management team reflection to understand the practice problems and their implications for learning. Specifically, in this qualitative phase the participants recognized the lack of influence of their work in the students and teachers learning, which is verified by practices focused on administrative aspects from a conception of academic learning. The rigorous practices study guided the redefinition of leadership into an improvement plan to address the critical issues that hindered the development of a student-centered pedagogical approach. After a year of collaborative reflection mediated by the critical friend and the plan implementation, in which the post-test application of the pedagogical leadership questionnaire was carried out, the management team members reached a meaningful improvement (p .05) in their appreciation practices of the six dimensions that were evaluated. The conclusions of this study highlight the process of self-assessment of pedagogical leadership practices as an opportunity that allowed school leaders to become aware of their influence on teacher professional development and student learning. Furthermore, the self-assessment process mediated by a critical friend can stimulate reflection on pedagogical beliefs as well as the different leadership approaches used in the school.