Incidencia del liderazgo directivo en la promoción del vínculo Docente- Estudiante como un Factor asociado a la calidad

Abstract

La presente investigación busca reconocer la incidencia del liderazgo directivo en la promoción del vínculo docente – estudiante como un factor asociado a la calidad. El estudio se realizó bajo un enfoque mixto con un Diseño de Triangulación Concurrente (DITRIAC). Se recolectó información a través de la aplicación de tres instrumentos estandarizados basados en la herramienta de Classroom Assessment Scoring System (en adelante CLASS) a saber, encuestas a los estudiantes de los grados quinto y sexto del Colegio Campestre San Diego y del Colegio Bilingüe José Max León, observaciones no participantes y un instrumento de autorreflexión para los docentes que lideran los procesos de formación en los estudiantes de los grupos seleccionados. Además se desarrolló un grupo focal para profesores y líderes educativos partiendo del Marco de Liderazgo de Ontario. Los instrumentos fueron aplicados a una muestra de 63 estudiantes, 42 profesores y 16 directivos. Los hallazgos revelan que el equipo de docentes de las dos instituciones demuestra interés por establecer un apoyo emocional pertinente, que es percibido por los estudiantes, y disposición para generar espacios de diálogo, estructurar un clima positivo dentro del aula de clase y establecer momentos pedagógicos que invitan a los estudiantes a participar con tranquilidad. Sin embargo, se encuentra evidencia que señala que los profesores requieren un acompañamiento y capacitación constante que conduzca al fortalecimiento del vínculo docente - estudiante. Por tal razón se diseña un plan de formación flexible en un entorno digital y mediante el desarrollo de rutas de aprendizaje individuales alrededor de cuatro dimensiones (Acércate y Conócelos, Sorpréndete, Descúbrete y Apóyate) provee herramientas para atender las expectativas y necesidades particulares de los estudiantes.

This investigation seeks to recognize the impact the board of directives has in the enhancement between the teacher-student interaction as a factor directly associated to quality. The study was performed under a mixed scope of Recurring Triangulation Design (DIATRIC). The information was collected through the application of three standardized instruments based on the tool: Classroom Assessment Scoring System (known as CLASS), surveys performed on students from 5th to 6th grade from the school Colegio Campestre San Diego and the bilingual school José Max León, observations, and an instrument of self-reflection for the teachers who are currently leading learning processes with the selected groups of students. Aside from this, a focal group was developed for teachers and educational leaders taking the Ontario Leadership Frame. The instruments were applied to sample 63 students, 42 teachers, and 16 directives. The results found reveal that the teaching staff from both institutions, demonstrate interest to establish a relevant emotional support, which is perceived by the students, as well as the disposition to build spaces for dialogue, structure a positive environment within the classroom, and establish pedagogical moments that invite students to participate with ease. Nevertheless, evidence found indicates that teachers require constant companionship in educational training that leads to the enhancement of the teacher-student interaction. For that reason, a flexible education training plan is designed within a digital environment and through the development of individual learning routes surrounding four dimensions (come closer and know them, surprise, discover and support yourself) provides tools to fulfil students´ expectations and specific needs. The study shows that the school leaders promote the teacher-student interaction through the creation of a school environment that involves trust, warmth, openness to dialogue, and the demonstration of genuine interest for the teachers´ needs and inquiries. In that same way, the results of the investigation show the importance of the directives practices oriented to the companionship in the pedagogical processes that are developed within the classrooms, aside from facilitating encounters for the construction of a collaborative culture among teachers.