Liderazgo y e-liderazgo en las historias de vida de líderes educativos a través del mundo

Contenido principal del artículo

Mireia Tintoré
Isabel Cantón Mayo
Marta Quiroga
Isabel Parés

Resumen

El liderazgo en los centros educativos ha de tener cada vez más en cuenta el papel de las nuevas tecnologías de la información y la comunicación, como medio para mejorar las organizaciones. En consecuencia, el objetivo de la presente investigación es analizar las historias de vida de 5 líderes educativos en 5 contextos diferentes: España, Guatemala, Chile, Kazajistán y Estados Unidos; y describir cómo las nuevas tecnologías se engarzan con sus prácticas de liderazgo. La metodología es cualitativa usando como instrumento entrevistas semiestructuradas recogidas entre 2012 y 2018 en los distintos entornos. Se ofrecen ejemplos de líderes, sus prácticas de liderazgo y, particularmente, el papel de los medios tecnológicos en su gestión del cambio. Los resultados revelan prácticas directivas similares y ajustadas a lo descrito previamente por la literatura académica, y muestran asimismo cómo liderazgo y tecnología se afectan mutuamente.

Leadership in educational centers must increasingly consider the role of advanced information technologies to improve organizations. Consequently, the objective of this research is to analyze the life histories of 5 educational leaders in 5 different contexts: Spain, Guatemala, Chile, Kazakhstan and the United States; and describe how new technologies are linked with their leadership practices. The methodology is qualitative using as instrument semi-structured interviews collected between 2012 and 2018 in different environments. Examples of leaders, their leadership practices and, mainly, the role of technological media in their change management are offered. The results reveal similar management practices and adjusted to what was previously described by the academic literature, and also show how leadership and technology affect each other.

Detalles del artículo

Cómo citar
Tintoré, M., Cantón Mayo, I., Quiroga, M., & Parés, I. (2019). Liderazgo y e-liderazgo en las historias de vida de líderes educativos a través del mundo. EDMETIC, 8(2), 17-36. https://doi.org/10.21071/edmetic.v8i2.11700
Sección
Monográfico
Biografía del autor/a

Mireia Tintoré, Universitat Internacional de Catalunya

Coordinadora del Grupo de Investigación de Organización de Instituciones Educativas. Facultad de Educación

Isabel Cantón Mayo, Universidad de León

Dra. Isabel Cantón Mayo
Catedrática de Universidad
Didáctica y Organización Escolar
Dto. Didáctica General, Específica y Teoría de la Educación
Universidad de León

Marta Quiroga, Pontificia Universidad Católica de Valparaíso

Dra. Marta Quiroga LobosJefa Unidad Formación Inicial de Profesores
Profesor Escuela de Pedagogía PUCV

Isabel Parés, Universidad Panamericana. México

Profesora Universidad Panamericana

Citas

ARIAS GAGO, A. R. Y CANTÓN MAYO, I. (2005). El liderazgo y la dirección de centros educativos. Barcelona: Davinci Continental.

AVOLIO, B.J. (2007). Promoting more integrative strategies for leadership theory building. American Psychology, 62, 25-33.

AVOLIO, B. J. y KAHAI, S. S. (2003). Adding the E to e-leadership: How it may impact your leadership. Organizational Dynamics, 31, 325–338.
https://doi.org/10.1016/s0090-2616(02)00133-x

AVOLIO, B. J., KAHAI, S. y DODGE, G. E. (2001). E-leadership: Implications for theory, research, and practice. The Leadership Quarterly, 11(4), 615–668. https://doi.org/10.1016/s1048-9843(00)00062-x

AVOLIO, B. J., SOSIK, J. J., KAHAI, S. S. y BAKER, B. (2014). E-leadership: Re-examining transformations in leadership source and transmission. The Leadership Quarterly, 25, 105–131. https://doi.org/10.1016/j.leaqua.2013.11.003

ASHBAUGH, C., y KASTEN, K.L. (1991). Educational Leadership: Case Studies for reflective practice. White Plains: Longman.

BAMBERG, M. (2010). Narrative Analysis. In: H. Cooper (ed.). APA Handbook of research methods in psychology. Washington D.C.: APA Press.

BARDIN, L. (1996). Análisis de contenido. 2ª edición. Madrid: Akal

BUSH, T. (2018). Research on Educational Leadership and Management: Broadening the Base. Educational Management Administration & Leadership, 46 (3), 359-361.
https://doi.org/10.1177/1741143218758555

CLANDININ, D. J. (2013). Engaging in narrative inquiry. Walnut Creek, CA: Left Coast Press.

CRESWELL, J.W., y POTH, C.N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks, CA: Sage.
DASGUPTA, P. (2011). Literature review: e-Leadership. Emerging Leadership Journeys, 4 (1), 1–36.

DAY, C. (2005). Formar docentes: cómo, cuándo y en qué condiciones aprende el profesorado. Madrid: Narcea.

DAY, C., SAMMONS, P., HOPKINS, HARRIS, A., LEITHWOOD, K., GU, y BROWN. (2010). Ten strong claims about successful school leadership. UK: NCLSCS.

DEMPSTER , N., CARTER, L. FREAKLEY, M., y PARRY, L. (2004) Contextual influences on school leaders in Australia: some data from a recent study of principals' ethical decision‐making. School Leadership & Management: Formerly School Organization, 24 (2), 163-174

DONMOYER, R., YENNIE-DONMOYER, J., y GALLOWAY, F. (2012). The search for connections across principal preparation, principal performance, and student achievement in an exemplary principal preparation program. Journal of Research on Leadership Education, 7 (1), 5-43.

FLINT, L.J. (2009). Using life story research in gifted education. Gifted Children, 3 (2), article 4, 5-12.

FRASER, H. (2004). Doing narrative research: Analysing personal stories line by line. Qualitative social work, 3, 179-198.

GILSTRAP, C. y HENDERSHOT, B. (2015). E-leaders and uncertainty management: A computer-supported qualitative investigation. Qualitative Research Reports in Communication, 16 (1), 86–96. https://doi.org/10.1080/17459435.2015.1086424

GROSSMAN, P., WINEBURG, S., y WOOLWORTH, S. (2001). Toward a theory of teacher community. Teachers College Record, 103 (6), 942-1012.

GURR, D. (2015). A model of Successful School Leadership from the International Successful School Principalship Project. Societies, 5, 136-150. https://doi.org/10.3390/soc5010136

HALLINGER, P. (2009). Leadership for 21st Century Schools: From Instructional Leadership to Leadership for Learning. Hong Kong: The Hong Kong Institute of Education.

HALLINGER, P., y WANG, W.C. (2015). Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Switzerland: Springer. https://doi.org/10.1007/978-3-319-15533-3

HALLINGER, P. (2018). Bringing context out of the shadows
of leadership. Educational Management Administration & Leadership, 46 (1), 5-24. https://doi.org/10.1177/1741143216670652

HARRIS, A., y JONES, M. (2017). Leading in context: Putting international comparisons into perspective. School Leadership & Management, 37 (5), 431-433. https://doi.org/10.1080/13632434.2017.1368864

JACOBSON S.L., Y YLIMAKI R.M. (2011). Comparative Perspectives: An Overview of Seven Educational Contexts. En: R. Ylimaki, y S. Jacobson (eds). US and Cross-National Policies, Practices, and Preparation. Studies in Educational Leadership, 12. Dordrecht: Springer.

JOHNSON, L., MOLLER, J., JACOBSON, S., y WONG, K.C. (2008). Cross-national comparisons in the International Successful School Principalship (ISSPP): the United States, Norway and China. Scandinavian journal of educational research, 52 (4), 407-422.

KRIPPENDORFF, K. (1990). Metodología de análisis de contenido. Teoría y Práctica. Paidós Comunicación.

LAVIÉ MARTÍNEZ, J. M. (2004). Individualismo y privacidad en la cultura docente: revisando los argumentos. Revista Española de Pedagogía, 229, 439-454.

LEITHWOOD, K., DAY, C., SAMMONS, P., HARRIS, A., Y HOPKINS, D. (2006). Seven strong claims about successful school leadership. UK: NCSL.

LEITHWOOD, K., LOUIS, K.S., ANDERSON, S., Y WAHLSTROM, K. (2004). Review of research: How leadership influences student learning. University of Minnesota: The Wallace Foundation.

LEITHWOOD, K. y SUN, J-P, 2009, Transformational school leadership effects on schools, teachers, and students. (1-22) In W. K. Hoy y M. DiPaola (Eds). Studies in School Improvement. Charlotte, NC: Information Age Publishers.

LIEBLICH, A., TUVAL-MASHIAK, E., Y ZILVER, T. (1999). Narrative Research. Reading, analysis, and interpretation. Thousand Oaks: SAGE.

LITTLE, J. (1990). The persistence of privacy: autonomy and initiative in teacher’s professional relations. Teachers College Record, 91 (4), 509-535.

LOUIS, K.S., LEITHWOOD, K., WAHLSTROM, K.L., Y ANDERSON, S.E. (2010) Learning from Leadership: Investigating the Links to Improved Student Learning. University of Minnesota: The Wallace Foundation.

MARION, R., y UHL-BIEN, M. (2001). Leadership in complex organizations. The Leadership Quarterly, 12, 389–418. https://doi.org/10.1016/s1048-9843(01)00092-3

MCLAUGHLIN, M. Y TALBERT, J. (2006). Building School-Based Teacher Learning Communities. Professional strategies to improve student achievement. Nueva York: Teacher’s College Press.

MARZANO, R. (2012). Marzano School Leadership Evaluation Model. Fl: Marzano Center.

MORIÑA, A. (2017). Investigar con historias de vida. Metodología biográfico-narrativa. Madrid: Narcea

PUJADAS, J.J. (2002). El método biográfico: el uso de las historias de vida en ciencias sociales. Madrid: Centro de investigaciones sociológicas.

ROBINSON, V., LLOYD, C., y ROWE, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (5), 635-674.

ROSENHOLTZ, S. (1989). Teachers Workplace: The Social Organization of Schools. White Planis, NY: Longman.

SEBASTIAN, J., y ALLENSWORTH, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48 (4), 626–663. https://doi.org/10.1177/0013161X11436273


SMYTH, J. (2001). Critical politics of teachers work: An Australian perspective. Nueva York: Peter Lang.

SHAMIR, B., DAYAN-HORESH, H., y ADLER, D. (2005). Leading by biography: Towards a life-story approach to the study of leadership. Leadership, 1 (1), 13-29. https://doi.org/10.1177/1742715005049348

STURM, R.E., VERA, D., y CROSSAN, M. (2017). The entanglement of leader character and leader competence and its impact on performance. The Leadership Quarterly, 28, 349-366.

VESCIO, V., ROSS, D., y ADAMS, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24 (1), 80-91.