Prácticas de Liderazgo en los Jardines Infantiles: Un Debate entre Capacidades, Importancia y Urgencia

Autores/as

  • Isabel Zett Sabioncello Pontificia Universidad Católica de Valparaíso
  • Fabián Campos Vergara Pontificia Universidad Católica de Valparaíso
  • Sergio Galdames Poblete Universidad de Santiago de Chile
  • María José Opazo Pérez Instituto de Estudios Avanzados en Educación, Universidad de Chile

https://doi.org/10.17583/ijelm.11181

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Resumen

El liderazgo ha sido identificado como una de las variables más importantes para el éxito de cualquier organización educativa. Investigaciones previas se han focalizado en el mundo escolar, prestando menor atención a la dirección de unidades educativas de educación parvularia. Considerando el reciente interés internacional y en Chile, por desarrollar a las directoras de jardines infantiles como líderes, es fundamental conocer cómo las directoras entienden e implementan su rol. Inspirados por el trabajo de Aubrey et al. (2013) y desarrollado en el contexto de jardines públicos administrados por la Junta Nacional de Jardines Infantiles en Chile, este estudio busca explorar las concepciones y prácticas presentes en el rol directivo. Se aplicó un cuestionario a 86 directoras de jardines, invitando a organizar una serie de 18 prácticas claves de acuerdo con tres dimensiones independientes: importancia, frecuencia y capacidad. Los resultados muestran un énfasis en las prácticas relacionadas a la protección de derechos de la comunidad, una mayor capacidad para cuidar al equipo y una mayor frecuencia de prácticas vinculadas a establecer dirección, evidenciando tensiones en lo que se identifica como prioritario, lo que implementan y las capacidades que perciben para liderar. Implicancias para la investigación, desarrollo y políticas son discutidas. 

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2024-01-16

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Zett Sabioncello, I., Campos Vergara, F., Galdames Poblete, S., & Opazo Pérez, M. J. (2024). Prácticas de Liderazgo en los Jardines Infantiles: Un Debate entre Capacidades, Importancia y Urgencia . International Journal of Educational Leadership and Management, 12(1), 57–75. https://doi.org/10.17583/ijelm.11181

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