El Nexo entre la Preparación para el Liderazgo Escolar y el Rendimiento Estudiantil

Autores/as

https://doi.org/10.17583/ijelm.10237

Palabras clave:


Descargas

Resumen

El objetivo principal de este estudio es evaluar las prácticas de liderazgo escolar más comunes en la región administrativa de Dire Dawa y su relación con el rendimiento estudiantil. Para ello, utilizó un diseño de estudio transversal y correlacional. Las escuelas de muestra se seleccionaron mediante técnicas de muestreo intencional y los directores y subdirectores se seleccionaron mediante el método de muestreo por disponibilidad. En consecuencia, participaron en el estudio 16 escuelas, 48 directores. Los datos se recopilaron mediante un cuestionario, una entrevista y un documento de elaboración propia. La fiabilidad del cuestionario de elaboración propia fue de .77.
Los datos de rendimiento de los estudiantes durante los tres años que se le asignó al director o subdirector se recopilaron del conjunto de datos de la oficina regional de educación. Los datos recolectados fueron analizados mediante análisis temático, estadística descriptiva e inferencial. La relación entre la preparación para el liderazgo y el rendimiento de los estudiantes se analizó mediante correlación y regresión simple. Los hallazgos indicaron que es una señal entre el desarrollo del liderazgo y el rendimiento estudiantil con r=0.18 a un nivel de significancia p<0.05. La relación es moderada pero significativa a un nivel de significación p<0.05 y con rho=0,426. Considerando que, la estrategia de preparación de liderazgo más común empleada es el intercambio de experiencias, siendo menos comunes otras estrategias, como la capacitación a corto plazo y las asignaciones de trabajo.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Daniel Mamo, Dire Dawa University

Dr. Daniel Mamo Gebretsadik teaches education policy and leadership in the college of social sciences and humanities at Dire Dawa University in Ethiopia. He earned his MA in Educational Planning & Management in 2007 and his Ph.D. in 2017 in Education Policy and Leadership from Addis Ababa University, Addis Abeba, Ethiopia. His undergraduate degree is in Biology education, and he also holds a bachelor degree in Accounting from Haramaya University. His areas of interest in research include secondary school leadership, higher education pedagogy, and institutional effectiveness. He has held lower and mid level leadership positions at Dire Dawa University, where among other things, he is responsible for helping teachers' professional development and improving the standard of the teaching and learning process.

Referencias

Aas, M. (2016). Leaders as learners: Developing new leadership practices. Professional Development in Education, 43(3), 439–453.

Google Scholar Crossref

Aas, M., & Vavik, M. (2015). Group coaching: A new way of constructing leadership identity? School Leadership & Management, 35(3), 251–265.

Google Scholar Crossref

Ahmed, K. A. (2016). Instructional Leadership practices in Secondary Schools of Assosa Zone, Ethiopia. International Journal of Advanced Multidisciplinary Research and Review, 14(7).

Google Scholar Crossref

Bahiru Z. (2002). History of Modern Ethiopia, from 1855-1991 (2nd ed.) James Curry.

Google Scholar Crossref

Bartanen, B. (2020). Principal quality and student attendance. Educational Researcher, 49(2), 101–113.

Google Scholar Crossref

Bush, T. (2008). Leadership and Management Development in Education, Sage Publications Ltd.

Google Scholar Crossref

Bush, T. (2012). International perspectives on leadership development: making a difference. Professional Development in Education, 38(4), pp. 663-678, https://doi.org/10.1080/19415257.2012.660701

Google Scholar Crossref

Bush, T. & Glover, D. (2016). School leadership and management in South Africa: Findings from a systematic literature review, International Journal of Educational Management, 30(2), 211-231. https://doi.org/10.1108/IJEM-07-2014-0101

Google Scholar Crossref

Bush, T., Kiggundu, E., & Moorosi, P. (2011). Preparing new Principals in South Africa: The ACE: School Leadership Program. South African Journal of Education, 31(1), 31-43

Google Scholar Crossref

Bush, T., & Oduro, G. K.T. (2006). New principals in Africa: preparation, induction, and practice. Journal of Educational Administration, 44(4), 59-375. http://dx.doi.org/10.1108/09578230610676587

Google Scholar Crossref

Cheriyan, P., Leonard, P., Menon C., & Prigozhina D. (2021). Leadership development in secondary school teachers in Rwanda: Evidence from a census of Rwandan secondary schools. Leaders in Teaching Research and Policy Series, May 2021, University of Cambridge.

Google Scholar Crossref

Creswell, J. W., & Crewell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.), SAGE Publications, Inc.

Google Scholar Crossref

Daniels, E., Hondeghem, A. & Dochy, F. (2019). A review on Leadership Development in Educational Settings. Educational Research Review, 27(3). http://dx.doi.org/10.1016/j.edurev.2019.02.003

Google Scholar Crossref

Day, C., & Sammons, P. (2016). Successful School Leadership. Education Development Trust. Review Report.

Google Scholar Crossref

Debele, G. (2018). Factors that affect the academic achievement of students in Secondary schools of Eastern Shewa Zone, Oromia regional State. (Unpublished MA thesis). Addis Ababa University.

Google Scholar Crossref

Eacott, S., & Asuga, G. N. (2014). School leadership preparation and development in Africa: A critical insight. Educational Management Administration & Leadership, 42(6), 919–934. https://doi.org/10.1177/1741143214523013

Google Scholar Crossref

Goldring, E., Preston, C., & Huff, J. (2012). Conceptualizing and evaluating professional development for school leaders. Planning and Changing, 43(3/4), 223–242.

Google Scholar Crossref

Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of two Decades of Research. The Wallace Foundation. Available at http://www.wallacefoundation.org/principalsynthesis.

Google Scholar Crossref

Gunter, H., & Ribbins, P. (2002). Leadership Studies in Education. Educational Management & Administration, 30(4), 387–416. http://dx.doi.org/10.1177/0263211x020304003

Google Scholar Crossref

Hallinger, P., & Huber, S. (2012). School leadership that makes a difference: International perspectives. School Effectiveness and School Improvement, 23(4), 359–367.

Google Scholar Crossref

Huber, S. (2011). The impact of professional development: A theoretical model for empirical research, evaluation, planning and conducting training and development programs. Professional Development in Education, 37(5), 837–853.

Google Scholar Crossref

Hulsbos, F., Evers, A., & Kessels, J. (2016). Learn to lead: Mapping workplace learning of school leaders. Vocations and Learning, 9, 21–42.

Google Scholar Crossref

Hussein, A. (2019). Instructional Leadership practices and challenges in Primary schools of Robe town Administration in Oromia regional State of Ethiopia. International Journal of Progressive Science and Technologies, 15(2).

Google Scholar Crossref

Jenkins, D. G., and Quintana-Ascencio, P. F. (2020). A solution to minimum sample size for regressions. PLOS ONE, 15(2)

Google Scholar Crossref

Kebede, M. (2006). The Roots and Fallouts of Haile Selassie's Educational Policy. Philosophy Faculty Publications. Paper 113. http://ecommons.udayton.edu/phl_fac_pub/113

Google Scholar Crossref

Kitavi, M. & Van Der Westhuizen, P. (1997). Problems Facing Beginning Principals in Developing Countries: A study of Beginning Principals in Kenya. International Journal of Educational Development, 17(3), 251-263. https://doi.org/10.1016/S0738-0593(96)00050-8

Google Scholar Crossref

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school Leadership. School Leadership and Management, 28(1), pp. 27-42.

Google Scholar Crossref

Leithwood, K., Day, C., Sammons, P., Harris, A. & Hopkins, D. (2010). 10 strong claims about successful school leadership, National College for School Leadership. http://dera.ioe.ac.uk

Google Scholar Crossref

MacBeath, J. (2011). No lack of principles: Leadership development in England and Scotland. School Leadership & Management, 31(2), 105–121.

Google Scholar Crossref

Marzano, R. J., Waters, T. & MacNulty, B. A. (2005). School Leadership that works: from Research to results. Aurora, CO.: Mid-Continent Research for Education & Learning (McREL)

Google Scholar Crossref

Matebe, T. G. (2020). Exploring the Instructional Leadership practices in Ethiopia. Journal of Education and Learning, 14(3).

Google Scholar Crossref

Ministry of Education (2002) The Education and Training Policy and Its Implementation. Government of Ethiopia, Addis Ababa. www.moe.edu.et

Google Scholar Crossref

Ministry of Education (1994). Ethiopian education and training policy. Addis Ababa: St. George printing press. www.moe.edu.et

Google Scholar Crossref

Ministry of Education. (2010). Education Sector Development Program IV. Addis Ababa. www.moe.edu.et

Google Scholar Crossref

Ministry of Education (2015). Education Sector Development Program V. Addis Ababa. www.moe.edu.et

Google Scholar Crossref

Ministry of Education (2018). Ethiopian Education Roadmap. Federal Ministry of Education. Addis Ababa. www.moe.edu.et

Google Scholar Crossref

Mohammed, A., & Abera, M. (2022). Accounting for Unequal academic performance: Government and private school students in Dire Dawa, Ethiopia. African Studies Quarterly, 21(1), 43-67.

Google Scholar Crossref

Otunga, R. N. (2009). A Response to Leadership for Social Justice: A Transnational Dialogue. Journal of Research on Leadership Education, 4(1). https://sarpn.org/documents/d0002248/African_cultures_Malunga_Sept2006.pdf

Google Scholar Crossref

Riccio, S. J. (2010). Talent management in higher Education: Identifying and developing emerging leaders within the administration at private colleges and universities, Ph.D. Dissertation. Proquest.

Google Scholar Crossref

Rothwell, W. J. (2016). Effective Succession Planning: Ensuring Leadership Continuity and Building Talent from within (5th edition). AMACOM. https://www.amazon.com/Effective-Succession-Planning-Leadership-Continuity/dp/0814449158

Google Scholar Crossref

Scott, S. (2010). Pragmatic leadership development in Canada: Investigating a mentoring approach. Professional Development in Education, 36(4), 563–579.

Google Scholar Crossref

Simkins, T. (2012). Understanding school leadership and management development in England: Retrospect and prospect. Educational Management & Leadership, 40(5), 621–640.

Google Scholar Crossref

Stein, L. (2016). Schools Need Leaders-Not Managers: It's Time for a Paradigm Shift. Journal of Leadership Education, 15(2).

Google Scholar Crossref

Tobin, J. (2014). Management and Leadership Issues for School Building Leaders. NCPEA International Journal of Educational Leadership Preparation, 9(1).

Google Scholar Crossref

Van der Westhuizen, P., & van Vuuren, H. (2007). Professionalizing Principalship in South Africa. South Africa Journal of Education, 27(3) pp. 431-445.

Google Scholar Crossref

Wright, L., & Da Costa, J. (2016). Rethinking professional development for school leaders: Possibilities and tensions. Educational Administration and Foundations Journal, 25(1), 29–47.

Google Scholar Crossref

Yukl, G. & Gardner, W. L. (2020). Leadership in Organizations (9th ed.). Upper Saddle River: Pearson Education, Inc. https://www.pearson.com/us/higher-education/program/Yukl-Leadership-in-Organizations-7th-Edition/PGM151705.html

Google Scholar Crossref

Zhang, W., & Brundrett, M. (2010). School leaders' perspectives on leadership learning: The case for informal and experiential learning. Management in Education, 24(4), 154–158.

Google Scholar Crossref

Descargas

Publicado

2023-07-16

Almetric

Dimensions

Cómo citar

Mamo, D. (2023). El Nexo entre la Preparación para el Liderazgo Escolar y el Rendimiento Estudiantil . International Journal of Educational Leadership and Management, 11(2), 167–188. https://doi.org/10.17583/ijelm.10237

Número

Sección

Artí­culos