El liderazgo distribuido y la escuela inclusiva
Palabras clave:
Descargas
Tipo:
TextoResumen
Este artículo de revisión trata de responder a la pregunta sobre si un liderazgo distribuido contribuye de manera significativa al desarrollo de la escuela inclusiva. Para ello, se ha realizado una revisión sistemática de la literatura, con base en la estrategia PRISMA, de artículos desde el 2011 hasta el 2021 que describen 35 centros educativos con liderazgo distribuido. Los hallazgos reflejan que existe una relación entre el liderazgo distribuido promovido por el equipo directivo y la consecución de una escuela inclusiva. Muestran elementos del liderazgo distribuido, como el trabajo en equipo y la toma de decisiones, que llevan a poner al alumnado en el centro de los planteamientos educativos fomentando su participación, la de sus familias y, en ocasiones, la necesidad de contar con personas externas al propio centro educativo. También se señala que el liderazgo distribuido promueve una formación del profesorado inclusiva. Por otra parte, surgen algunas barreras que dificultan la participación del alumnado y de sus familias no directamente imputables al propio centro educativo. Se concluye con la necesidad de formar a los equipos directivos en liderazgo distribuido y promover cambios legislativos para favorecer la participación de todo el alumnado sin excepciones.
Descargas
Referencias
Afzal Tajik, M., & Wali, A. (2020). Principals’ strategies for increasing students’ participation in school leadership in a rural, mountainous region in Pakistan. Improving Schools, 136548022092341. https://doi.org/10.1177/1365480220923413
Google Scholar CrossrefAinscow, M., & West, M. (Eds.). (2006). Improving urban schools: Leadership and collaboration. Open University Press.
Google Scholar CrossrefAlyami, R., & Floyd, A. (2019). Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia. Education Sciences, 9(1), 25. https://doi.org/10.3390/educsci9010025
Google Scholar CrossrefAuslander, L. (2018). Building Culturally and Linguistically Responsive Classrooms: A Case Study in Teacher and Counselor Collaboration. Journal of Ethnographic & Qualitative Research, 12(3), 207-218.
Google Scholar CrossrefAzar, A. S., & Adnan, E. J. (2020). The Impact of Effective Educational Leadership on School Students’ Performance in Malaysia. Education Quarterly Reviews, 3(2), 146-155.
Google Scholar CrossrefBagwell, J. L. (2019). Exploring the Leadership Practices of Elementary School Principals through a Distributed Leadership Framework: A Case Study. Educational Leadership and Administration: Teaching and Program Development, 30, 83-103.
Google Scholar CrossrefBolívar, A. (2015). Evaluar el Liderazgo Pedagógico de la Dirección Escolar. Revisión de Enfoques e Instrumentos. Revista Iberoamericana de Evaluación Educativa, 25.
Google Scholar CrossrefBolívar, A., López, J., & Murillo, F. J. (2013). Liderazgo en las instituciones educativas. Una revisión de líneas de investigación. Revista Fuentes, 14, pp. 15-60.
Google Scholar CrossrefBooth, T., & Ainscow, M. (2002). Guía para la evaluación y mejora de la educación inclusiva (Index for inclusion): Desarrollando el aprendizaje y la participación en los centros educativos. Consorcio Universitario para la Inclusión Educativa, Universidad Autónoma de Madrid.
Google Scholar CrossrefBörü, N. (2020). Organizational and environmental contexts affecting school principals’ distributed leadership practices. International Journal of Educational Leadership and Management, 32. https://doi.org/10.17583/ijelm.2020.4482
Google Scholar CrossrefCaetano, A. P., Freire, I. P., & Machado, E. B. (2020). Student Voice and Participation in Intercultural Education. Journal of New Approaches in Educational Research, 9(1), 57-73.
Google Scholar CrossrefÇakir, Ç., & Özkan, M. (2019). Investigation of in-School Factors Affecting Distributed Leadership Practices. Journal of Computer and Education Research, 7(14), 383-417. https://doi.org/10.18009/jcer.584459
Google Scholar CrossrefCarreño, I. del V. G. (2018). El liderazgo distribuido y la percepción de los equipos directivos de las escuelas públicas de educación primaria madrileñas. Horizontes. Revista de Investigación en Ciencias de la Educación, 2(6), 73-89.
Google Scholar CrossrefCherkowski, S., & Schnellert, L. (2017). Exploring Teacher Leadership in a Rural, Secondary School: Reciprocal Learning Teams as a Catalyst for Emergent Leadership. International Journal of Teacher Leadership, 8(1), 6-25.
Google Scholar CrossrefClark, C., Dyson, A., & Millward, A. (Eds.). (2018). Towards inclusive schools? (Vol. 6). Routledge.
Google Scholar CrossrefClayton, J. K., & LaBatt, A. (2019). Balancing the Role of the Principalship: Creating and Sustaining Equity and Excellence. Education Leadership Review, 20(1), 69-86.
Google Scholar CrossrefDamiani, J., & Wieczorek, D. (2017). Managing the Ebb and Flow: A Case for Calling Forth Student Voice. Journal of School Administration Research and Development, 2(1), 8-17.
Google Scholar CrossrefDuif, T., Harrison, C., van Dartel, N., & Sinyolo, D. (2013). Distributed leadership in practice: A descriptive analysis of distributed leadership in European schools. School leadership as a driving force for equity and learning. Comparative perspective. EPNoSL Project, Del, 4.
Google Scholar CrossrefEcheita Sarrionandia, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46, 17. https://doi.org/10.17811/rifie.46.2017.17-24
Google Scholar CrossrefEscudero, J. M., & Martínez, B. (2011). Educación inclusiva y cambio escolar. Revista Iberoamericana de Educación, 55, 85-105. https://doi.org/10.35362/rie550526
Google Scholar CrossrefGarcia, I. (2018). Perceptions of schools principals through distributed leadership: Case study of two public spanish schools. Revista Lusófona de Economia e Gestão das Organizações, 1(7), 33-61.
Google Scholar CrossrefGcelu, N. (2019). The Effectiveness of Stakeholder Collaboration in Preventing Learner Pregnancy in Secondary Schools in the Eastern Cape, South Africa: Implications for Leadership. South African Journal of Education, 39(3).
Google Scholar CrossrefGómez-Hurtado, I., González-Falcón, I., Coronel-Llamas, J. M., & García-Rodríguez, M. del P. (2020). Distributing Leadership or Distributing Tasks? The Practice of Distributed Leadership by Management and Its Limitations in Two Spanish Secondary Schools. Education Sciences, 10(5), 122. https://doi.org/10.3390/educsci10050122
Google Scholar CrossrefHallinger, P., & Heck, R. H. (2011). Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning. En T. Townsend & J. MacBeath (Eds.), International Handbook of Leadership for Learning (pp. 469-485). Springer Netherlands. https://doi.org/10.1007/978-94-007-1350-5_27
Google Scholar CrossrefHarris, A. (2011). Distributed leadership: Implications for the role of the principal. Journal of Management Development, 31(1), 7-17. https://doi.org/10.1108/02621711211190961
Google Scholar CrossrefHarris, A., & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31-34. https://doi.org/10.1177/0892020607085623
Google Scholar CrossrefHaug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian journal of disability research, 19(3), 206-217.
Google Scholar CrossrefHulpia, H., Devos, G., Rosseel, Y., & Vlerick, P. (2012). Dimensions of Distributed Leadership and the Impact on Teachers’ Organizational Commitment: A Study in Secondary Education: Distributed Leadership and Organizational Commitment. Journal of Applied Social Psychology, 42(7), 1745-1784. https://doi.org/10.1111/j.1559-1816.2012.00917.x
Google Scholar CrossrefIshimaru, A. (2013). From Heroes to Organizers: Principals and Education Organizing in Urban School Reform. Educational Administration Quarterly, 49(1), 3-51.
Google Scholar CrossrefKatewa, E., & Heystek, J. (2019). Instructional and Distributed Self-Leadership for School Improvement: Experiences of Schools in the Kavango Region. Africa Education Review, 16(2), 69-89.
Google Scholar CrossrefKılıçoğlu, D. (2018). Understanding Democratic and Distributed Leadership: How Democratic Leadership of School Principals Related to Distributed Leadership in Schools? Educational Policy Analysis and Strategic Research, 13(3), 6-23. https://doi.org/10.29329/epasr.2018.150.1
Google Scholar CrossrefKyriazopoulou, M., & Weber, H. (Eds.). (2009). Development of a set of indicators: For inclusive education in Europe. European Agency for Development in Special Needs Education.
Google Scholar CrossrefLiu, Y. (2020). Focusing on the Practice of Distributed Leadership: The International Evidence From the 2013 TALIS. Educational Administration Quarterly, 0013161X2090712. https://doi.org/10.1177/0013161X20907128
Google Scholar CrossrefLiu, Y., Bellibas, M. S., & Printy, S. (2018). How school context and educator characteristics predict distributed leadership: A hierarchical structural equation model with 2013 TALIS data. Educational Management Administration & Leadership, 46(3), 401-423. https://doi.org/10.1177/1741143216665839
Google Scholar CrossrefLópez Alfaro, P., & Gallegos Araya, V. (2018). Liderazgo distribuido y aprendizaje de la matemática en escuelas primarias: El caso de Chile. Perfiles Educativos, 39(158), 112-129. https://doi.org/10.22201/iisue.24486167e.2017.158.58786
Google Scholar CrossrefLouis, K. S., Mayrowetz, D., Murphy, J., & Smylie, M. (2013). Making Sense of Distributed Leadership: How Secondary School Educators Look at Job Redesign. International Journal of Educational Leadership and Management, 1(1), 33-68.
Google Scholar CrossrefLouis, K. S., Wahlstrom, K. L., Michlin, M., Gordon, M., Thomas, E., Leithwood, K., Anderson, S. E., Mascall, B., Strauss, T., & Moore, S. (2010). Final Report of Research to the Wallace Foundation (p. 338).
Google Scholar CrossrefManaze, M. (2019). Practice and Challenges of Distributed Leadership at Public Secondary Schools of Dessie City Administration. Asian Journal of Education and E-Learning, 7(4). https://doi.org/10.24203/ajeel.v7i4.5918
Google Scholar CrossrefMartínez-Valdivia, E., García-Martínez, I., & Higueras-Rodríguez, M. L. (2018). El Liderazgo para la Mejora Escolar y la Justicia Social. Un Estudio de Caso sobre un Centro Educación Secundaria Obligatoria. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16.1(2018).https://doi.org/10.15366/reice2018.16.1.003
Google Scholar CrossrefMayoral, D., Colom, J., Bernad, O., & Torres, T. (2018). Liderazgo en la escuela rural: Estudios de casos. International Journal of Sociology of Education, 7(1), 49. https://doi.org/10.17583/rise.2018.2637
Google Scholar CrossrefMiškolci, J., Armstrong, D., & Spandagou, I. (2016). Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia). Journal of Teacher Education for Sustainability, 18(2), 53-65. https://doi.org/10.1515/jtes-2016-0014
Google Scholar CrossrefMoher, D. (2009). a Liberati, J. Tetzlaff, DG Altman, P. Grp, Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement (Reprinted from Annals of Internal Medicine). Phys. Ther, 89, 873-880.
Google Scholar CrossrefNilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358-370. https://doi.org/10.1080/08856257.2020.1754547
Google Scholar CrossrefPetersen, A.-L. (2014). Teachers’ Perceptions of Principals’ ICT Leadership. Contemporary Educational Technology, 5(4), 302-315.
Google Scholar CrossrefProehl, R. A., Douglas, S., Elias, D., Johnson, A. H., & Westsmith, W. (2013). A Collaborative Approach: Assessing the Impact of Multi-Grade Classrooms. Catholic Education: A Journal of Inquiry and Practice, 16(2), 417-440.
Google Scholar CrossrefRamberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: Some insights from the European Agency Statistics on Inclusive Education. FIRE: Forum for International Research in Education, 6(1). https://doi.org/10.32865/fire202061172
Google Scholar CrossrefSánchez-Meca, J. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Aula Abierta, 38, 11.
Google Scholar CrossrefSánchez-Meca, J., & Botella, J. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Papeles del psicólogo, 31, 11.
Google Scholar CrossrefSibanda, L. (2017). Understanding distributed leadership in South African schools: Challenges and prospects. Issues in Educational Research, 15.
Google Scholar CrossrefSibanda, L. (2018). Distributed leadership in three diverse public schools: Perceptions of deputy principals in Johannesburg. Issues in Educational Research, 16.
Google Scholar CrossrefSpillane, J. P., Camburn, E. M., & Stitziel Pareja, A. (2007). Taking a distributed perspective to the school principal's workday. Leadership and policy in schools, 6(1), 103-125.
Google Scholar CrossrefSpillane, J. P. (2005). Distributed Leadership. The Educational Forum, 69(2), 143-150. https://doi.org/10.1080/00131720508984678
Google Scholar CrossrefSpillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational researcher, 30(3), 23-28.
Google Scholar CrossrefSun, Y., & Gao, F. (2019). Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures. British Journal of Educational Technology, 50(3), 1241-1259. https://doi.org/10.1111/bjet.12769
Google Scholar CrossrefTraver-Martí, J. A., Ballesteros-Velázquez, B., Beldarrain, N. O., & Maiquez, M. del C. C. (2021). Leading the curriculum towards social change: Distributed leadership and the inclusive school. Educational Management Administration & Leadership, 174114322199184. https://doi.org/10.1177/1741143221991849
Google Scholar CrossrefUNESCO Sobre la Educación, Foro Mundial (2015). Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4. Incheon: República de Corea.
Google Scholar CrossrefWard, S. C., Bagley, C., Lumby, J., Woods, P., Hamilton, T., & Roberts, A. (2015). School leadership for equity: Lessons from the literature. International Journal of Inclusive Education, 19(4), 333-346. https://doi.org/10.1080/13603116.2014.930520
Google Scholar CrossrefWard, S., & Graham-Brown, C. (2018). Shared Leadership on a Career and Technical Education Campus. 13, 11.
Google Scholar CrossrefZakaria, Z. B., Ismail, S. N. B., & Hassan, K. B. (2018). The Influence of Distributed Leadership towards PLC Implementation in Kelantan Residential Secondary School. International Journal of Science and Research, 9(3), 10.
Google Scholar CrossrefDescargas
Publicado
Almetric
Dimensions
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Federico Tejeiro
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
