El ejercicio del liderazgo docente en Colombia: voces de los maestros

Abstract

Esta investigación se inicia a partir de la ausencia de estudios relacionados con el tema del liderazgo docente en Colombia. Los objetivos se centran en: (1) interpretar las creencias que subyacen a los conceptos de liderazgo de un grupo de docentes, (2) identificar motivaciones, dificultades y logros en su ejercicio como líderes y (3) determinar, desde su perspectiva, las transformaciones en su ejercicio de liderazgo propiciado por los programas de cualificación de posgrado en los que participaron. El estudio de tipo cualitativo, descriptivo e interpretativo empleó entrevistas a profundidad con 21 docentes, participantes de programas posgraduales de la Ruta de Formación de la Universidad de La Sabana. Los resultados indican que el docente-líder se concibe como un visionario con un buen manejo de habilidades comunicativas y sociales que lo convierten en modelo ejemplarizante dentro de la comunidad. La investigación resalta su rol como gestor de innovaciones y como agente en la movilización de acciones y grupos de personas y pone de relieve la injerencia del relacionamiento apropiado con directivos docentes y pares en la realización de sus propuestas.

This research responds to the absence of studies related to the topic of teacher leadership in Colombia. The main objectives were: (1) interpreting the beliefs about the concept of leadership from a group of teachers, (2) identifying motivations, difficulties and achievements in their role as leaders and (3) determining, from their perspective, the transformations in their leadership fostered by the graduate qualification programs in which they participated. This qualitative, descriptive and interpretative study collected data through in-depth interviews from 21 teachers who were participants of postgraduate programs of the “Ruta de Formación”, a program of Universidad de La Sabana. The results indicate teacher-leaders believed they were visionaries characterized by solid communication and social skills and were exemplary models within the community. The research highlights their role as innovators and as agents for the mobilization of actions and groups of people, and shows the influence of healthy relationships with principals and peers in the realization of their proposals. The research also reveals that qualification programs are opportunities to generate reflections that lead them to take actions based on the theory and to propose alternatives for the development of their skills and talents. The research emphasizes the need to generate synergies between the university and the student to respond more assertively to their qualification needs and support their process.